本文選題：英語學(xué)習(xí)動機(jī) + 動機(jī)類型�。� 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：英語學(xué)習(xí)動機(jī)作為決定中學(xué)生英語學(xué)習(xí)成敗的重要因素,它直接影響了中學(xué)生為英語學(xué)習(xí)付出的努力以及這種努力的持久性。因此,中學(xué)生英語學(xué)習(xí)動機(jī)作為影響中學(xué)生學(xué)習(xí)英語成敗的關(guān)鍵因素,它已成為外語教學(xué)研究領(lǐng)域的研究熱點(diǎn)。近年來,研究者們就如何激發(fā)學(xué)生的英語學(xué)習(xí)動機(jī)提出了不少的英語學(xué)習(xí)策略。然而,如何通過干預(yù)強(qiáng)化學(xué)生的英語學(xué)習(xí)動機(jī)的研究卻很少。作為一名中學(xué)英語教師,作者認(rèn)為最好的動機(jī)干預(yù)就是提高學(xué)生的學(xué)習(xí)效果。如果教師能夠采取適當(dāng)?shù)母深A(yù)措施強(qiáng)化學(xué)生的英語學(xué)習(xí)動機(jī),它不僅能夠激發(fā)學(xué)生學(xué)習(xí)英語的內(nèi)在興趣,也能開啟他們學(xué)習(xí)英語持久的熱情,同時幫助他們提高英語學(xué)習(xí)成績。本研究在歸因理論、需要層次理論、行為主義理論和外語學(xué)習(xí)動機(jī)三層次框架理論的指導(dǎo)下,作者從學(xué)生的學(xué)習(xí)動機(jī)類型、動機(jī)強(qiáng)度和學(xué)習(xí)成敗歸因三方面入手,將自己所執(zhí)教的高臺縣第二中學(xué)八年級兩個班的學(xué)生(實驗班和控制班)作為研究對象,通過調(diào)查問卷、訪談和課堂觀察對他們的英語學(xué)習(xí)動機(jī)現(xiàn)狀以及影響因素作了分析說明。研究發(fā)現(xiàn),學(xué)生的成就動機(jī)普遍較高而內(nèi)在動機(jī)低下。其中,學(xué)生的內(nèi)在動機(jī)、動機(jī)強(qiáng)度和內(nèi)歸因有明顯的相關(guān)性。基于對中學(xué)生英語學(xué)習(xí)動機(jī)的多角度分析,作者從與學(xué)生直接相關(guān)的學(xué)習(xí)情境、成就動機(jī)和社會責(zé)任三方面以及與之間接相關(guān)的父母、教師因素入手,設(shè)計了具體的干預(yù)措施。在實驗前,作者通過訪談、課堂觀察以及自身的教學(xué)經(jīng)歷對干預(yù)前的現(xiàn)狀做了客觀描述;其次,作者依據(jù)具體現(xiàn)狀采取了相應(yīng)的干預(yù)措施;最后,作者通過再次訪談和課堂觀察闡述了干預(yù)效果。研究表明,適當(dāng)?shù)母深A(yù)措施可以強(qiáng)化學(xué)生的英語學(xué)習(xí)動機(jī)。通過為期四個月的干預(yù)實驗,作者通過問卷調(diào)查分析得出,實驗班學(xué)生的學(xué)習(xí)情境動機(jī)和社會責(zé)任動機(jī)有了明顯提高,成就動機(jī)在原來較高的基礎(chǔ)上得到了進(jìn)一步強(qiáng)化,內(nèi)在動機(jī)也得到了顯著提高。同時,與控制班相比,實驗班學(xué)生的學(xué)習(xí)動機(jī)強(qiáng)度也明顯增加。最后,作者通過對實驗班和控制班學(xué)生干預(yù)前后的成績進(jìn)行對比,得出實驗班學(xué)生成績有了顯著提高。因此,它也進(jìn)一步說明學(xué)生的內(nèi)在動機(jī)、動機(jī)強(qiáng)度和學(xué)業(yè)成績成正相關(guān)。
[Abstract]:English learning motivation is an important factor that determines the success or failure of middle school students' English learning. It directly affects the efforts made by middle school students for English learning and the persistence of such efforts. Therefore, as a key factor affecting the success or failure of middle school students' English learning, English learning motivation of middle school students has become a hot topic in the field of foreign language teaching and research. In recent years, researchers have put forward a lot of English learning strategies on how to stimulate students' English learning motivation. However, there is little research on how to strengthen students' English learning motivation through intervention. As a middle school English teacher, the author thinks that the best motivation intervention is to improve the students' learning effect. If teachers can take appropriate intervention measures to strengthen students' English learning motivation, it can not only stimulate students' intrinsic interest in learning English, but also open their lasting enthusiasm for learning English and help them improve their English learning performance. Under the guidance of attribution theory, hierarchy theory, behaviorism theory and three-level framework theory of foreign language learning motivation, the author begins with three aspects: the types of learning motivation, the intensity of motivation and the attribution of success or failure of learning. Taking the students (experimental class and control class) in the eighth grade of Gaotai County No. 2 Middle School as the research object, through the questionnaire, The present situation of their English learning motivation and the influencing factors are analyzed by interview and classroom observation. The study found that students' achievement motivation is generally high and their intrinsic motivation is low. Among them, students' intrinsic motivation, motivation intensity and internal attribution have obvious correlation. Based on the multi-angle analysis of middle school students' English learning motivation, the author designs specific intervention measures from three aspects: the learning situation directly related to students, achievement motivation and social responsibility, as well as the parents and teachers indirectly related to them. Before the experiment, the author made an objective description of the current situation before the intervention through interviews, classroom observation and his own teaching experience. Secondly, the author took the corresponding intervention measures according to the specific situation. The author expounds the effect of intervention through re-interview and classroom observation. The study shows that appropriate intervention measures can strengthen students' English learning motivation. Through a four-month intervention experiment, the author concludes that the students' motivation of learning situation and social responsibility has been obviously improved, and the motivation of achievement has been further strengthened. Internal motivation has also been significantly improved. At the same time, compared with the control class, the experimental class students' learning motivation is also significantly increased. Finally, the author compares the results before and after the intervention between the experimental class and the control class, and concludes that the results of the experimental class have been significantly improved. Therefore, it further shows that students' intrinsic motivation, motivation intensity and academic achievement are positively correlated.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：2020643