大學(xué)生理想二語自我、期望與價(jià)值對(duì)于大學(xué)英語六級(jí)統(tǒng)考成績的影響
發(fā)布時(shí)間：2019-05-06 13:09
【摘要】：作為影響學(xué)習(xí)成效的因素,二語動(dòng)機(jī)研究近幾十年已成為二語習(xí)得研究的一個(gè)重要領(lǐng)域。D(?)rnyei等學(xué)者(如D(?)rnyei,2005;D(?)rnyeiUshioda,2011;BooD(?)rnyei,2015)將二語動(dòng)機(jī)理論研究劃分為三個(gè)階段:20世紀(jì)90年代之前的社會(huì)心理范式動(dòng)機(jī)研究時(shí)期,20世紀(jì)90年代至21世紀(jì)初期動(dòng)機(jī)研究的重組時(shí)期(以現(xiàn)代認(rèn)知理論和教育心理學(xué)理論為主要理論支撐),以及始于2005年的二語動(dòng)機(jī)自我系統(tǒng)研究時(shí)期。在上述D(?)rnyei對(duì)于動(dòng)機(jī)研究理論的寬泛劃分中,盡管各個(gè)階段的動(dòng)機(jī)理論似乎迥然不同,但理論之間亦有所重疊與繼承。如第二研究階段中的期望價(jià)值理論與第三階段的二語動(dòng)機(jī)自我系統(tǒng)理論,兩個(gè)理論均源于教育心理研究,同時(shí)在成就動(dòng)機(jī)研究中的統(tǒng)治地位又互有承接。具體而言,1964年在心理學(xué)領(lǐng)域Atkinson提出了經(jīng)典期望價(jià)值理論,這是第一個(gè)系統(tǒng)的將期望與價(jià)值結(jié)合起來的成就動(dòng)機(jī)理論,并在二十世紀(jì)六十年代初至二十世紀(jì)八十年代初的近二十年中在成就動(dòng)機(jī)研究中占據(jù)了統(tǒng)治地位。二十世紀(jì)八十年代末,Eccles(1987;1994)將期望與價(jià)值建構(gòu)精細(xì)化,并且將其與更廣泛的社會(huì)文化因素相聯(lián)系,提出了現(xiàn)代期望價(jià)值模式。進(jìn)入21世紀(jì)后,二語動(dòng)機(jī)研究也逐漸進(jìn)入了新的研究階段。隨著英語影響力在世界范圍內(nèi)的愈發(fā)強(qiáng)大,經(jīng)典動(dòng)機(jī)理論慢慢難以解釋全球背景下的二語習(xí)得動(dòng)機(jī),因?yàn)橛⒄Z業(yè)已成為世界范圍內(nèi)所需要學(xué)習(xí)的外語,二語學(xué)習(xí)者不再僅僅擁有融入型英語動(dòng)機(jī),更嘗試建立“雙文化”認(rèn)同(Lamber,2004)。因此,D(?)rnyei(2005)為彌補(bǔ)經(jīng)典動(dòng)機(jī)理論在現(xiàn)今時(shí)代的理論缺陷,借鑒了心理學(xué)領(lǐng)域Markus和Nurius(1986)的“可能自我”概念,在最新的二語動(dòng)機(jī)理論,即“二語動(dòng)機(jī)自我系統(tǒng)”理論中,提出了“理想二語自我”概念。“理想二語自我”是指二語學(xué)習(xí)者從情感和認(rèn)知角度,對(duì)于未來自我二語水平的一種愿景建構(gòu)。D(?)rnyei(2015)指出,三階段二語動(dòng)機(jī)理論的發(fā)展并非是在線性規(guī)律下簡單的理論更迭或替換,而是在舊理論不斷修正,新、舊理論不斷互動(dòng)交流的前提下,逐漸推動(dòng)二語動(dòng)機(jī)研究的進(jìn)步。因此結(jié)合不同階段理論概念進(jìn)行對(duì)比研究,將有助于我們更加全面地理解二語動(dòng)機(jī)。另一方面,二語動(dòng)機(jī)作為最具有能動(dòng)性的學(xué)習(xí)者因素之一,從學(xué)習(xí)者角度探討學(xué)習(xí)過程中的動(dòng)機(jī)對(duì)學(xué)習(xí)成績的影響,一直是學(xué)者所關(guān)注的重要方面。鑒于此,本文將以實(shí)證研究的方法,挑選第二、三階段動(dòng)機(jī)研究的重點(diǎn)理論概念,即期望價(jià)值與理想二語自我,探尋期望價(jià)值與理想二語自我對(duì)英語成績產(chǎn)生的影響,并探討這一過程中兩個(gè)不同階段動(dòng)機(jī)理論之間的繼承性和相關(guān)性,以期幫助我國教學(xué)工作者更好地了解大學(xué)生外語學(xué)習(xí)動(dòng)機(jī)心理的特點(diǎn),為我國二語學(xué)習(xí)者二語學(xué)習(xí)動(dòng)機(jī)的培養(yǎng)提供理論依據(jù)。具體研究問題如下:(1)大學(xué)生二語期望、價(jià)值和理想自我情況如何?(2)不同學(xué)科和性別之間的大學(xué)生的二語期望、價(jià)值和理想自我是否存在差異?(3)大學(xué)生二語期望價(jià)值和理想自我對(duì)大學(xué)英語六級(jí)統(tǒng)考成績有何影響?本研究以定量為主,定性為輔。通過隨機(jī)整群抽樣抽取山東農(nóng)業(yè)大學(xué)三年級(jí)332名文科、理科及工科學(xué)生作為被試,各學(xué)科專業(yè)分別為行政、法律、材料化學(xué)、生物技術(shù)、機(jī)械電子工程和建筑學(xué)專業(yè),所有學(xué)生均參加了2016年6月份的大學(xué)英語六級(jí)考試。研究數(shù)據(jù)收集工具為老師在英語課堂前發(fā)放的《大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)問卷》,問卷回收后,將收集到的數(shù)據(jù)全部輸入計(jì)算機(jī),首先使用SPSS 16.0軟件對(duì)大學(xué)生的理想二語自我、期望與價(jià)值進(jìn)行描述性統(tǒng)計(jì),其次分別以獨(dú)立樣本T檢驗(yàn)、單元方差分析的方法進(jìn)行性別、學(xué)科間的動(dòng)機(jī)差異比較,最后借以相關(guān)和回歸分析探究理想二語自我、期望價(jià)值對(duì)大學(xué)英語六級(jí)成績的影響。此外,在獲取問卷調(diào)查結(jié)果之后,作者選取了12位被試進(jìn)行訪談,以獲取定性數(shù)據(jù),進(jìn)一步詳細(xì)了解大學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)情況。研究結(jié)果顯示:1)大學(xué)生在二語學(xué)習(xí)價(jià)值方面均居于較高水平,在理想二語自我和能力期望方面處于中上水平;2)性別對(duì)大學(xué)生的英語學(xué)習(xí)能力期望、價(jià)值和理想自我產(chǎn)生了顯著影響,女生顯著高于男生;3)學(xué)科差異對(duì)二語期望和理想自我均產(chǎn)生顯著影響,然而在主觀任務(wù)價(jià)值方面學(xué)科差異不明顯;4)大學(xué)生英語六級(jí)成績與其理想二語自我、期望價(jià)值呈顯著正相關(guān)關(guān)系,同時(shí)相比期望價(jià)值,理想二語自我對(duì)于英語六級(jí)成績變化的解釋力更強(qiáng)。
[Abstract]:As a factor that affects learning effectiveness, the study of second language motivation has become an important area of second language acquisition research in recent decades. D (?) rniyei et al. (e.g. D (?) rniyei,2005; D (?) rniyiUshioda,2011; BooD (?) rniyei, In 2015, the study of the theory of second language motivation is divided into three stages: the research period of the social psychology paradigm before the 1990s, the reorganization period of the motive research in the early 1990s to the early 21st century (supported by the modern cognitive theory and the theory of educational psychology), And the second language motivation self-system research period in 2005. In the broad division of the above-mentioned D (?) rniyei's theory of motivation research, although the motivation theory of each stage seems to be very different, there is also overlap and inheritance between the theories. Such as the expectation value theory in the second research stage and the second language motivation self-system theory of the third stage, the two theories are derived from the study of educational psychology, and the dominant position in the research of achievement motivation is also received. In particular, in 1964, Atkinson presented the classical expectation value theory, which is the achievement motivation theory that combines the expectation and the value of the first system, In the last two decades of the early 1960 's and early 1980s, the study of achievement motivation has dominated the study of achievement motivation. In the end of the 1980s, Ecclees (1987;1994) set expectations and values to be refined and linked it to a broader social and cultural factor and put forward a model of modern expected value. After the 21st century, the study of second language motivation has also gradually entered a new stage of research. As the influence of English is more and more powerful in the world, the classical motivation theory is hard to explain the motivation of second language acquisition in the global context, because English has become a foreign language that needs to be studied in the world, and second language learners do not only have an integrated English motivation, More attempts to establish "double culture" identity (Lamber,2004). Therefore, D (?) rniyei (2005), in order to make up the theoretical defects of the classical motivation theory in the present age, draws on the "may self" concept of Markus and Nurius (1986) in the field of psychology, and puts forward the "ideal second language self" concept in the latest theory of second language motivation, that is, the "second language motivation self-system" theory. The "ideal second language self" refers to a kind of vision construction of the second language learner from the angle of emotion and cognition and for the future self-language level. D (?) rniyei (2015) points out that the development of the theory of second language motivation in the three-stage is not a simple theoretical change or replacement under the linear law, but it gradually promotes the progress of the research of the second language motivation under the premise that the old theory is constantly revised, the new and the old theory are constantly interactive and communication. The comparative study of the concept of different stages will help us to understand the second language motivation more fully. On the other hand, the second language motivation is one of the most active learner factors, and the influence of the motivation on the learning achievement in the learning process from the learner's point of view has been an important aspect of the scholars' attention. In view of this, the paper will select the key theory concept of the second and three-stage motivation research, that is, the expectation value and the ideal second language self, to explore the influence of the desired value and the ideal second language self-respect English result, This paper also discusses the inheritance and correlation between the two different stage motivation theories in this process, in order to help our teaching workers better understand the characteristics of the college students' foreign language learning motivation and provide the theoretical basis for the cultivation of the second language learning motivation of the second language learners in our country. The specific research questions are as follows: (1) How is the college student's second language expectation, value and ideal self-condition? (2) Is there a difference between the second language expectation, the value and the ideal self of the college students between different subjects and sexes? (3) What is the influence of the college student's second language expectation value and the ideal self to the college English six-level test? This study is based on quantitative and qualitative. In the third grade of Shandong Agricultural University,332 liberal arts, science and engineering students are taken as subjects by the random cluster sampling, and the major disciplines are the administration, the law, the material chemistry, the biotechnology, the mechanical and electronic engineering and the architectural profession, respectively. All the students participated in the CET-6 exam in June 2016. The research data collection tool is a kind of English learning motivation questionnaire which is issued by the teacher before the English class. After the questionnaire is recovered, the collected data is input into the computer. First, using the SPSS 16.0 software to carry out descriptive statistics on the ideal second language self, expectation and value of the college students, Secondly, we compare the differences between sex and subject with the method of independent sample T test and unit variance analysis, and finally, through the correlation and regression analysis, explore the effect of the ideal second language self and the expected value on the results of CET 6. In addition, after obtaining the results of the questionnaire, the author selected 12 subjects to interview to obtain the qualitative data and to learn more about the college students' English learning motivation. The results show that:1) The college students are at a higher level in the value of the second language learning, and are in the upper level in the expectation of the ideal second language self and ability;2) the gender has a significant impact on the expectation, the value and the ideal self-production of the college students' English learning ability. (3) The difference of the subject has a significant effect on the expectation of the second language and the ideal self, but the difference of the subject is not obvious in the value of the subjective task;4) The results of the CET-6 have a significant positive correlation with the ideal L2 self and the expected value of the college students. At the same time, compared with the expectation value, the ideal second language self is stronger than the interpretation force of the CET-6.
【學(xué)位授予單位】：山東農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3
本文編號(hào)：2470200
[Abstract]:As a factor that affects learning effectiveness, the study of second language motivation has become an important area of second language acquisition research in recent decades. D (?) rniyei et al. (e.g. D (?) rniyei,2005; D (?) rniyiUshioda,2011; BooD (?) rniyei, In 2015, the study of the theory of second language motivation is divided into three stages: the research period of the social psychology paradigm before the 1990s, the reorganization period of the motive research in the early 1990s to the early 21st century (supported by the modern cognitive theory and the theory of educational psychology), And the second language motivation self-system research period in 2005. In the broad division of the above-mentioned D (?) rniyei's theory of motivation research, although the motivation theory of each stage seems to be very different, there is also overlap and inheritance between the theories. Such as the expectation value theory in the second research stage and the second language motivation self-system theory of the third stage, the two theories are derived from the study of educational psychology, and the dominant position in the research of achievement motivation is also received. In particular, in 1964, Atkinson presented the classical expectation value theory, which is the achievement motivation theory that combines the expectation and the value of the first system, In the last two decades of the early 1960 's and early 1980s, the study of achievement motivation has dominated the study of achievement motivation. In the end of the 1980s, Ecclees (1987;1994) set expectations and values to be refined and linked it to a broader social and cultural factor and put forward a model of modern expected value. After the 21st century, the study of second language motivation has also gradually entered a new stage of research. As the influence of English is more and more powerful in the world, the classical motivation theory is hard to explain the motivation of second language acquisition in the global context, because English has become a foreign language that needs to be studied in the world, and second language learners do not only have an integrated English motivation, More attempts to establish "double culture" identity (Lamber,2004). Therefore, D (?) rniyei (2005), in order to make up the theoretical defects of the classical motivation theory in the present age, draws on the "may self" concept of Markus and Nurius (1986) in the field of psychology, and puts forward the "ideal second language self" concept in the latest theory of second language motivation, that is, the "second language motivation self-system" theory. The "ideal second language self" refers to a kind of vision construction of the second language learner from the angle of emotion and cognition and for the future self-language level. D (?) rniyei (2015) points out that the development of the theory of second language motivation in the three-stage is not a simple theoretical change or replacement under the linear law, but it gradually promotes the progress of the research of the second language motivation under the premise that the old theory is constantly revised, the new and the old theory are constantly interactive and communication. The comparative study of the concept of different stages will help us to understand the second language motivation more fully. On the other hand, the second language motivation is one of the most active learner factors, and the influence of the motivation on the learning achievement in the learning process from the learner's point of view has been an important aspect of the scholars' attention. In view of this, the paper will select the key theory concept of the second and three-stage motivation research, that is, the expectation value and the ideal second language self, to explore the influence of the desired value and the ideal second language self-respect English result, This paper also discusses the inheritance and correlation between the two different stage motivation theories in this process, in order to help our teaching workers better understand the characteristics of the college students' foreign language learning motivation and provide the theoretical basis for the cultivation of the second language learning motivation of the second language learners in our country. The specific research questions are as follows: (1) How is the college student's second language expectation, value and ideal self-condition? (2) Is there a difference between the second language expectation, the value and the ideal self of the college students between different subjects and sexes? (3) What is the influence of the college student's second language expectation value and the ideal self to the college English six-level test? This study is based on quantitative and qualitative. In the third grade of Shandong Agricultural University,332 liberal arts, science and engineering students are taken as subjects by the random cluster sampling, and the major disciplines are the administration, the law, the material chemistry, the biotechnology, the mechanical and electronic engineering and the architectural profession, respectively. All the students participated in the CET-6 exam in June 2016. The research data collection tool is a kind of English learning motivation questionnaire which is issued by the teacher before the English class. After the questionnaire is recovered, the collected data is input into the computer. First, using the SPSS 16.0 software to carry out descriptive statistics on the ideal second language self, expectation and value of the college students, Secondly, we compare the differences between sex and subject with the method of independent sample T test and unit variance analysis, and finally, through the correlation and regression analysis, explore the effect of the ideal second language self and the expected value on the results of CET 6. In addition, after obtaining the results of the questionnaire, the author selected 12 subjects to interview to obtain the qualitative data and to learn more about the college students' English learning motivation. The results show that:1) The college students are at a higher level in the value of the second language learning, and are in the upper level in the expectation of the ideal second language self and ability;2) the gender has a significant impact on the expectation, the value and the ideal self-production of the college students' English learning ability. (3) The difference of the subject has a significant effect on the expectation of the second language and the ideal self, but the difference of the subject is not obvious in the value of the subjective task;4) The results of the CET-6 have a significant positive correlation with the ideal L2 self and the expected value of the college students. At the same time, compared with the expectation value, the ideal second language self is stronger than the interpretation force of the CET-6.
【學(xué)位授予單位】：山東農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3
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