本文關(guān)鍵詞：中職生英語學習動機減退因素研究　出處：《揚州大學》2016年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 動機減退 動機減退因素 中職生 英語學習

【摘要】：動機減退是指由某些內(nèi)部或外部因素引起的,目標語學習者原有語言學習動機的下降。鑒于動機是影響二語學習的關(guān)鍵性因素之一,對學習者的動機減退因素進行探究具有非常重大的意義。然而現(xiàn)有文獻表明,大部分學者主要致力于正面的動機激發(fā)研究,對動機減退的關(guān)注較少。另外,現(xiàn)有的動機減退研究大都以大學生和高中生為對象,針對中職生展開的探究很少。鑒于此,本研究以中職生為對象,以削弱中職生英語學習動機的因素以及高低水平學習者在這些因素方面的差異為內(nèi)容展開研究,旨在幫助教師全面了解學生的動機減退因素,給中職英語教學帶來一定啟示和幫助。具體研究圍繞下面三個問題進行：1)影響中職生英語學習動機減退的因素有哪些?2)高水平和低水平學生在哪些動機減退因素方面存在差異?3)哪些原因?qū)е铝烁叩退綄W生在這些動機減退因素方面的差異?研究采用定量和定性相結(jié)合的方法。以50名學生進入中職后英語學習動機減退的回溯性作文為基礎(chǔ),參考李池利(2014)的量表,作者編制了本次定量研究的調(diào)查問卷。研究對象為揚州某中專5個班的164名學生。共發(fā)放問卷164份,回收有效問卷124份。定性研究采用訪談的方法,從參與問卷調(diào)查的學生中抽取6名具有英語學習動機減退經(jīng)歷的學生作為訪談對象,其中高水平者3名,低水平者3名。通過數(shù)據(jù)分析和訪談,本研究發(fā)現(xiàn)：1)影響中職生英語學習動機減退的因素共有11個。其中,外部因素有7個,不完備的教學設(shè)施的影響最大,其他依次為：教材、不愉快的學習經(jīng)歷、教學方法、教室環(huán)境、同伴影響和教師。內(nèi)部因素有4個,職業(yè)傾向的影響最大,其他依次為：有效學習策略的缺乏、英語學能和內(nèi)部動機的缺乏。2)高水平者和低水平者在5個動機減退因素方面存在顯著性差異。就外部因素而言,高水平者更容易受到教師和教室環(huán)境的影響。就內(nèi)部因素而言,低水平者更容易受到有效學習策略的缺乏、英語學能和內(nèi)部動機的缺乏的影響。3)就外部因素而言,因為高水平者對教師和環(huán)境的要求和期望值較高,所以更容易受到這兩個因素的影響；而低水平者的英語學習基礎(chǔ)較差,對學習策略的意識和使用程度低,內(nèi)部學習動機也較低,所以更容易受另外三個內(nèi)部因素的影響。本研究結(jié)果對于中職英語如何教與如何學具有一定的啟示：首先,管理者應(yīng)意識到動機減退在中職生英語學習中是普遍存在的一個現(xiàn)象,并采取相應(yīng)措施來應(yīng)對。鑒于不完備的教學設(shè)施是削弱中職生英語學習動機的首要外部因素,管理者應(yīng)給學校配備現(xiàn)代化的教學設(shè)備,并鼓勵教師在課堂上盡可能地多使用這些設(shè)備,使枯燥的課堂生動化。其次,教師應(yīng)該意識到,高水平學生自身是比較熱愛英語學習的,他們的學習動機主要受到外部因素的影響,即教師和教室環(huán)境。因此,教師應(yīng)不斷提高自身專業(yè)素質(zhì)和教學水平,同時要提供一個相對安靜舒適的教室環(huán)境,這將有利于高水平學生的學習。對于低水平學生而言,鑒于內(nèi)部因素是削弱他們英語學習動機的主因,教師平時應(yīng)注重其英語學習策略的獲得和訓練,以及內(nèi)部學習動機的激發(fā)。再次,教師應(yīng)讓所有學生意識到英語在職場的重要性,幫助其樹立正確的英語學習觀。最后,鑒于教材也是影響學生學習動機減退的重要因素,教材編寫者應(yīng)注重中職英語教材的編寫,選用的語言材料要注重實用性,貼近學生生活和未來職業(yè),能激發(fā)學習興趣。在教材設(shè)計方面,則應(yīng)多設(shè)置生活和職業(yè)活動場景,增添一些有意義的交際活動。
[Abstract]:Demotivation is caused by some internal or external factors, the original motivation for language learning learning the target language. In view of motivation is a key factor affecting the two language learning, the learner factors research is of great significance. However, the literature shows that most scholars focused on excited in a positive motivation, less on demotivation attention. In addition, the research mostly college students and high school students as the object of loss existing in vocational students motivation, little research carried out. In view of this, the study on vocational students as the object, in order to weaken the factors of secondary vocational school students English learning motivation and low level learners in these factors the differences of research contents, aims to help teachers understand students' demotivation factors to English Teaching in vocational schools to bring some inspiration and help with the research. The focus on the following three issues: 1) effects of secondary vocational school students English learning demotivation factors have? 2) high level and low level students in what factors differences? 3) what causes the differences between high and low level students decline factor in these motivations? Research methods of quantitative and qualitative according to the English learning demotivation. A retrospective essay based 50 students entering secondary vocational schools, according to Li Chili (2014) of the scale, the author compiled the questionnaire of this study quantitatively. 164 students of Yangzhou as the research object in a special class of 5. A total of 164 questionnaires, effective recovery 124 copies of the questionnaire. By qualitative interview method, extraction from participate in the survey of 6 students with English learning demotivation experience students as interview object, the high level of 3, low level through 3. The data analysis and interviews, this study found that: 1) the English learning demotivation factors there are a total of 11 vocational students affected. Among them, there are 7 external factors that influence the most complete teaching facilities, teaching materials, the other is as follows: the unpleasant learning experience, teaching methods, classroom environment, teacher and peer influence there are 4 internal factors influence occupation tendency, the other is as follows: the lack of effective learning strategies, English learning ability and internal motivation is the lack of.2) high level and low level in 5 factors are significantly different. The external factors, the high level is more susceptible to the teacher and the classroom environment. The internal factors, the low level is more vulnerable to the lack of effective learning strategies, English learning can influence the lack of internal motivation and external factors,.3) because of the high level of teachers and the environment. For higher expectations, so more vulnerable to the impact of these two factors; and the low level of English learning based on poor learning awareness and use of low degree of strategy, internal learning motivation is low, so more easily affected by the other three internal factors. The results of this study in Vocational English teaching how to learn and have certain enlightenment: first, managers should be aware of demotivation is a common phenomenon in English learning of vocational students, and take appropriate measures to deal with. In view of the incomplete teaching facilities is the most important external factors weaken English learning motivation of vocational students, managers should give the school with modernization the teaching facilities, and encourage teachers in the classroom as much as possible the use of these devices, make the class lively and boring. Secondly, teachers should be aware of the high level student itself is crazy about learning English And their motivation is mainly affected by external factors, namely, teacher and classroom environment. Therefore, teachers should constantly improve their professional quality and teaching level, and to provide a relatively quiet and comfortable classroom environment, which will be conducive to the high level of student learning. For the low level of students, in view of the internal factors is the main reason to weaken their English learning motivation, teachers usually should pay attention to strategy and training their English learning, and stimulate internal motivation. Thirdly, teachers should make students aware of all English in the workplace, help them establish correct English learning concept. Finally, in view of the important factors influencing students' learning materials are also demotivation, the textbook should be written focus on Vocational English teaching, the language materials should focus on practicality, close to students' life and future occupation, can stimulate the learning interest Interest. In the design of teaching materials, we should set up more life and professional activities and add some meaningful communication activities.

【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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