本文選題：動機(jī) + 融合型動機(jī)��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：作為第二語言習(xí)得研究的一個重要領(lǐng)域,學(xué)習(xí)動機(jī)被許多研究者認(rèn)為是影響英語學(xué)習(xí)的重要因素并受到國內(nèi)外研究者的廣泛關(guān)注。越來越頻繁的國際交留使得英語成為人才的一項(xiàng)重要技能,進(jìn)而對學(xué)校英語教學(xué)以及學(xué)生的英語學(xué)習(xí)能力提出了更高的要求。在這樣的情況下,了解學(xué)生的動機(jī)以及動機(jī)與成績之間的關(guān)系對提高教學(xué)效率和學(xué)習(xí)效果意義重大。然而,國內(nèi)外學(xué)者對學(xué)習(xí)成績及其和動機(jī)關(guān)系的研究主要集中在大學(xué)生階段,忽視了對高中生這個群體的研究。此外,學(xué)習(xí)動機(jī)以及動機(jī)和成績在性別、科目以及現(xiàn)有英語水平上的差異也沒有得到充分的探討。而學(xué)生作為教學(xué)的對象和學(xué)習(xí)的主體,在研究其學(xué)習(xí)動機(jī)及其與成績的相關(guān)性時(shí),個體差異也應(yīng)該被考慮到。因此,本研究在參考國內(nèi)外研究的基礎(chǔ)上,結(jié)合中國高中生的特點(diǎn),編制了測量動機(jī)的李克特五級量表,通過問卷調(diào)查,運(yùn)用數(shù)據(jù)分析軟件,從性別、科目、現(xiàn)有英語水平這三個維度對高中生的動機(jī)以及動機(jī)與成績的關(guān)系進(jìn)行了深入細(xì)致的探索。綜合本研究的結(jié)果,得出以下結(jié)論：(1)高中生的英語學(xué)習(xí)動機(jī)較強(qiáng),工具型動機(jī)強(qiáng)于融合型動機(jī),占據(jù)主導(dǎo)地位；(2)女生的動機(jī)強(qiáng)于男生,文科生的動機(jī)顯著強(qiáng)于理科生,高分組學(xué)生的動機(jī)顯著強(qiáng)于低分組；(3)總的動機(jī)和融合型動機(jī)都與成績顯著相關(guān),而工具型動機(jī)和成績的相關(guān)性不顯著；(4)就動機(jī)與成績的相關(guān)度而言,男生強(qiáng)于女生,文科生強(qiáng)于理科生,低分組強(qiáng)于高分組。研究結(jié)果為教師以及學(xué)習(xí)者提供了教育啟示。教師在教學(xué)中應(yīng)該采用有效策略激發(fā)、增強(qiáng)學(xué)生(尤其是男生、理科生和低分組學(xué)生)的動機(jī),意識到融合型動機(jī)在英語學(xué)習(xí)中的積極作用,重視融合型動機(jī)的培養(yǎng)。作為英語學(xué)習(xí)者,也要了解動機(jī)尤其是融合型動機(jī)的作用、進(jìn)而有意識地去培養(yǎng)動機(jī)。此外,要正確對待工具型動機(jī),把它看作實(shí)現(xiàn)短期目標(biāo)的動力,但不能過多地強(qiáng)化工具型動機(jī)。
[Abstract]:As an important field in the study of second language acquisition, learning motivation is regarded by many researchers as an important factor affecting English learning and has been widely concerned by researchers both at home and abroad. More and more frequent international exchange makes English become an important skill of talents, which puts forward higher requirements for English teaching in schools and students' English learning ability. Under such circumstances, understanding students' motivation and the relationship between motivation and achievement is of great significance for improving teaching efficiency and learning effect. However, scholars at home and abroad mainly focus on the study of the relationship between academic achievement and motivation, ignoring the study of high school students. In addition, the differences of learning motivation, motivation and achievement in gender, subject and current English proficiency are not fully explored. As the object of teaching and the main body of learning, individual differences should also be taken into account in the study of their learning motivation and their correlation with achievement. Therefore, on the basis of reference to domestic and foreign studies and combining with the characteristics of Chinese high school students, this study has compiled the Richter Five-level scale for measuring motivation, through questionnaires, using data analysis software, from the gender, subjects, The present three dimensions of English proficiency deeply explore the motivation of senior high school students and the relationship between motivation and achievement. Based on the results of this study, the following conclusions are drawn: (1) the English learning motivation of senior high school students is stronger, the instrumental motivation is stronger than the fusion motivation, and the dominant position is (2) the motivation of girls is stronger than that of boys, and the motivation of liberal arts students is significantly stronger than that of science students. The motivation of high score group was significantly stronger than that of low group; (3) the total motivation and fusion motivation were significantly correlated with achievement, but the correlation between instrumental motivation and achievement was not significant; (4) in terms of the correlation between motivation and achievement, boys were stronger than girls. Arts students are stronger than science students, and lower groups are stronger than high score groups. The results of the study provide educational enlightenment for both teachers and learners. Teachers should adopt effective strategies to stimulate students' motivation, especially boys, science students and low group students, realize the positive role of fusion motivation in English learning, and attach importance to the cultivation of integrated motivation. As English learners, we should also understand the role of motivation, especially fusion motivation, and then consciously cultivate motivation. In addition, we should treat the instrumental motivation correctly and regard it as the motive force to achieve the short-term goal, but we should not strengthen it too much.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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