【摘要】：動機是決定學生英語學習成敗的關(guān)鍵因素之一,而英語學習中“去動機”現(xiàn)象普遍存在,用以激發(fā)和維持學生英語學習動機的策略研究成為近年來外語教學領(lǐng)域的研究熱點。本文旨在研究初中英語教師課堂的動機策略(即“用來激發(fā)學生學習動機的策略”)意識水平和使用情況,并提出了以下三個研究問題:(1)初中英語教師動機策略意識水平現(xiàn)狀如何?(2)初中英語教師對動機策略的使用有什么特點?(3)不同年級的教師在動機策略意識水平和使用頻率上是否有差異?如果有,有什么差異?本研究通過對來自昆明市6所中學的60位初中英語教師的問卷調(diào)查和半結(jié)構(gòu)式訪談得到研究數(shù)據(jù),并用SPSS11.5對所得到的數(shù)據(jù)進行分析。研究結(jié)果表明:受試教師的動機策略意識水平很高,40項動機策略中,有36項的結(jié)果顯示為重要或者是很重要,被認為很重要的動機策略主要分布在教師行為、師生關(guān)系、自信、任務(wù)、努力和自主性這幾個分量表中。而教師動機策略的使用頻率結(jié)果顯示,有32項動機被經(jīng)常使用。教師偏向于使用的動機策略類型為師生關(guān)系、教師行為、努力、自信、任務(wù)和自主性,而目標,小組和比較這幾類策略則是最不常使用的策略類型。初中英語教師對各項動機策略的重要性認識使用頻率上有差異,有些教師認為重要的策略并未得道頻繁使用。此外,研究結(jié)果顯示三個年級的老師在動機策略意識水平和使用頻率上差異不顯著�；谝陨涎芯拷Y(jié)果,本文對初中英語教師在動機策略的使用方面提出了一些建議。希望本研究對教學改革以及教師自身發(fā)展會有啟示意義。
[Abstract]:Motivation is one of the key factors to determine the success or failure of students' English learning. The phenomenon of "de-motivation" in English learning is widespread. The research on strategies to stimulate and maintain students' motivation in English learning has become a hot topic in the field of foreign language teaching in recent years. The purpose of this paper is to study the level of awareness and use of motivation strategies ("strategies used to stimulate students' learning motivation") in the classroom of junior middle school English teachers. And put forward the following three research questions: (1) what is the status quo of junior middle school English teachers' motivation strategy consciousness level? (2) what are the characteristics of junior middle school English teachers' use of motivation strategies? (3) the teachers of different grades are moving. Are there differences in the level of strategic awareness and frequency of use? If so, what's the difference? In this study, 60 junior middle school English teachers from 6 middle schools in Kunming were investigated by questionnaires and semi-structured interviews, and the data were analyzed by SPSS11.5. The results show that the level of motivation strategy consciousness is very high, 36 of the 40 motivation strategies are important or very important, and the most important motivation strategies are teacher behavior, teacher-student relationship, and so on. Self-confidence, task, effort and autonomy in these subscales. The frequency of use of teacher motivation strategies shows that 32 motivations are frequently used. The types of motivation strategies teachers prefer to use are teacher-student relationship, teacher behavior, effort, self-confidence, task and autonomy, while goals, groups and comparisons are the least commonly used strategies. Junior middle school English teachers have different understanding of the importance of various motivational strategies. Some teachers think that the important strategies are not used frequently. In addition, the results showed that there was no significant difference in the level of motivation and strategy awareness and the frequency of use among teachers in the three grades. Based on the above results, this paper puts forward some suggestions on the use of motivation strategies for junior middle school English teachers. I hope this research will enlighten the teaching reform and teachers' own development.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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