Qu:Est提問策略對高職高專學生英語學習動機影響的研究
發(fā)布時間：2018-11-26 14:39
【摘要】：有效性提問是英語課堂最常用的教學策略之一。教師的有效性提問對培養(yǎng)學生的英語學習興趣和激發(fā)英語學習動機具有非常重要的作用。大量研究表明,只有當學生的英語學習動機被激發(fā)時,才會更加渴望學習。因此,研究教師如何進行課堂提問并對學生英語學習動機產(chǎn)生積極影響,不僅具有必要性,還具有重要的實踐意義。然而目前我國關于有效性提問對英語學習動機影響的研究相對較少。除此之外,研究的重點都在高中生和本科生,而對于高職高專院校學生的研究并未受到重視。尤其是作為一種有效提問的Qu:Est(為理解而提問:讓學生開動腦筋)提問策略的研究,主要集中于其有效性和在各學科的運用上,尚未有研究驗證該策略對學生的學習動機有何影響,以及運用該策略以激發(fā)學生英語學習動機的具體方法。因此,本研究嘗試在調(diào)查當前高職高專學生的英語學習動機現(xiàn)狀基礎上,研究Qu:Est提問策略對其英語學習動機的影響,以期提出運用Qu:Est提問策略激發(fā)學生英語學習動機的有效建議。本研究以濟南職業(yè)學院的149名�？茖W生為研究對象,采用問卷進行數(shù)據(jù)收集,并運用SPSS17.0進行數(shù)據(jù)統(tǒng)計分析,具體回答以下三個問題:1.當前高職高專學生主要的英語動機類型是什么?英語學習動機強度如何?2.Qu:Est提問策略對高職高專學生的英語學習動機有何影響?3.如果Qu:Est提問策略能夠激發(fā)高職高專學生的英語學習動機,策略中的哪幾種問題起主要影響作用?研究發(fā)現(xiàn):1.當前,高職高專學生英語學習動機的主要類型為學習成績動機,動機強度整體而言相對不高。2.在實施Qu:Est提問策略之后,受試者的英語學習動機強度得到加強,但英語學習動機類型變化不大。3.在Qu:Est提問策略中,對激發(fā)高職高專學生學生英語學習動機起主要作用的問題為回憶性問題,觀察性問題,驗證性問題,支持性問題,解釋性問題和重新直接詢問的問題。最后,筆者根據(jù)研究發(fā)現(xiàn),對如何運用Qu:Est提問策略來激發(fā)高職高專學生英語學習動機提出了相關建議,指出了本研究的不足之處,并且對將來的研究提出建議。
[Abstract]:Effective questioning is one of the most commonly used teaching strategies in English classroom. Teachers' effective questioning plays an important role in cultivating students' interest in English learning and motivating English learning motivation. A large number of studies have shown that students are more eager to learn only when their motivation is aroused. Therefore, it is not only necessary but also of great practical significance to study how teachers ask questions in class and have a positive impact on students' English learning motivation. However, there are relatively few studies on the effect of validity questioning on English learning motivation in China. In addition, the research focuses on high school students and undergraduate students, but not on the students of higher vocational colleges. In particular, as a kind of effective questioning, the research of Qu:Est (asking questions for understanding: let students use their brains) mainly focuses on its effectiveness and its application in various disciplines. No research has been done to verify the influence of this strategy on students' learning motivation and the specific methods to stimulate students' English learning motivation by using the strategy. Therefore, on the basis of investigating the current situation of English learning motivation of higher vocational college students, this study attempts to study the influence of Qu:Est question strategy on their English learning motivation. The purpose of this paper is to put forward some effective suggestions on how to use Qu:Est strategy to stimulate students' English learning motivation. This study takes 149 college students in Jinan Vocational College as the research object, adopts questionnaire to collect data, and uses SPSS17.0 to carry on the statistical analysis, and answers the following three questions concretely: 1. What are the main English motivation types of vocational college students? What is the intensity of English learning motivation? how does 2.Qu:Est question strategy affect English learning motivation of higher vocational college students? 3. If the Qu:Est questioning strategy can stimulate the English learning motivation of higher vocational college students, which kinds of questions in the strategy play a major role? The results are as follows: 1. At present, the main type of English learning motivation of higher vocational college students is achievement motivation, and the motivation intensity is relatively low. 2. 2. After the implementation of Qu:Est questioning strategy, the intensity of English learning motivation was strengthened, but the type of English learning motivation changed little. 3. In the Qu:Est questioning strategy, the main problems that play an important role in motivating the English learning motivation of vocational college students are recall, observational, confirmatory, supportive, explanatory and direct questions. Finally, according to the findings of the study, the author puts forward some suggestions on how to use Qu:Est questioning strategy to stimulate the English learning motivation of vocational college students, points out the inadequacies of this study, and puts forward some suggestions for future research.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
本文編號：2358835
[Abstract]:Effective questioning is one of the most commonly used teaching strategies in English classroom. Teachers' effective questioning plays an important role in cultivating students' interest in English learning and motivating English learning motivation. A large number of studies have shown that students are more eager to learn only when their motivation is aroused. Therefore, it is not only necessary but also of great practical significance to study how teachers ask questions in class and have a positive impact on students' English learning motivation. However, there are relatively few studies on the effect of validity questioning on English learning motivation in China. In addition, the research focuses on high school students and undergraduate students, but not on the students of higher vocational colleges. In particular, as a kind of effective questioning, the research of Qu:Est (asking questions for understanding: let students use their brains) mainly focuses on its effectiveness and its application in various disciplines. No research has been done to verify the influence of this strategy on students' learning motivation and the specific methods to stimulate students' English learning motivation by using the strategy. Therefore, on the basis of investigating the current situation of English learning motivation of higher vocational college students, this study attempts to study the influence of Qu:Est question strategy on their English learning motivation. The purpose of this paper is to put forward some effective suggestions on how to use Qu:Est strategy to stimulate students' English learning motivation. This study takes 149 college students in Jinan Vocational College as the research object, adopts questionnaire to collect data, and uses SPSS17.0 to carry on the statistical analysis, and answers the following three questions concretely: 1. What are the main English motivation types of vocational college students? What is the intensity of English learning motivation? how does 2.Qu:Est question strategy affect English learning motivation of higher vocational college students? 3. If the Qu:Est questioning strategy can stimulate the English learning motivation of higher vocational college students, which kinds of questions in the strategy play a major role? The results are as follows: 1. At present, the main type of English learning motivation of higher vocational college students is achievement motivation, and the motivation intensity is relatively low. 2. 2. After the implementation of Qu:Est questioning strategy, the intensity of English learning motivation was strengthened, but the type of English learning motivation changed little. 3. In the Qu:Est questioning strategy, the main problems that play an important role in motivating the English learning motivation of vocational college students are recall, observational, confirmatory, supportive, explanatory and direct questions. Finally, according to the findings of the study, the author puts forward some suggestions on how to use Qu:Est questioning strategy to stimulate the English learning motivation of vocational college students, points out the inadequacies of this study, and puts forward some suggestions for future research.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
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