動(dòng)機(jī)在學(xué)習(xí)活動(dòng)中有著重要的作用,動(dòng)機(jī)的積極方面能夠促進(jìn)學(xué)習(xí)而動(dòng)機(jī)的消極方面即負(fù)動(dòng)機(jī)則會(huì)阻礙學(xué)習(xí)。目前有關(guān)英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)的研究中,大多是探索英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)的影響因素且許多研究已經(jīng)證明教師因素對(duì)其影響較大,但少有控制其中一個(gè)影響因素的實(shí)證研究。相關(guān)研究表明,教師支持可以滿(mǎn)足學(xué)生的基本心理需求進(jìn)而可以影響學(xué)生的學(xué)習(xí)動(dòng)機(jī)和學(xué)業(yè)成績(jī)。本人首先對(duì)內(nèi)蒙古豐鎮(zhèn)市職業(yè)中等專(zhuān)業(yè)學(xué)校開(kāi)設(shè)英語(yǔ)課程的137名學(xué)生進(jìn)行問(wèn)卷調(diào)查,發(fā)現(xiàn)學(xué)生存在英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)現(xiàn)象且教師相關(guān)的影響因素占很大比例。如何給予教師支持、有效降低學(xué)生的英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)、提高其學(xué)業(yè)成績(jī)值得我們研究。因此基于之前的研究以及目前的現(xiàn)狀,本文以此校高二年級(jí)兩個(gè)平行班中的45名計(jì)算機(jī)專(zhuān)業(yè)的學(xué)生為研究對(duì)象。主要探討以下三個(gè)研究問(wèn)題:1.學(xué)生英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)強(qiáng)度如何?2.教師支持能否降低其英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)?3.如果負(fù)動(dòng)機(jī)降低,學(xué)生英語(yǔ)成績(jī)會(huì)因此提高嗎?整個(gè)教學(xué)實(shí)驗(yàn)歷時(shí)3個(gè)月,借助分層教學(xué)法和任務(wù)教學(xué)法從認(rèn)知、自主、情感三個(gè)方面對(duì)實(shí)驗(yàn)組學(xué)生給予教師支持。研究工具主要包括問(wèn)卷、測(cè)試及對(duì)實(shí)驗(yàn)組學(xué)生進(jìn)行的兩次訪(fǎng)談。兩次前測(cè)分別來(lái)確定實(shí)驗(yàn)組與控制組在英語(yǔ)學(xué)習(xí)負(fù)動(dòng)機(jī)強(qiáng)度與英語(yǔ)... 

【文章來(lái)源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁(yè)數(shù)】：89 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Overall structure of the study
Chapter Ⅱ Literature Review
    2.1 Definition of key terms
        2.1.1 Definition of motivation
        2.1.2 Definition of demotivation
        2.1.3 Definition of teacher’s support
    2.2 Theoretical foundations of the study
        2.2.1 Three basic psychology needs
        2.2.2 Dornyei’s three-level framework of motivation
    2.3 Relevant researches on demotivation at home and aborad
        2.3.1 Related researches on demotivation abroad
        2.3.2 Related researches on demotivation at home
    2.4 Relevant researches on teacher’s support at home and abroad
        2.4.1 Related Researches on teacher’s support abroad
        2.4.2 Related Researches on teacher’s support at Home
    2.5 Comments on previous study
Chapter Ⅲ Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Demotivation Questionnaire
        3.3.2 Tests
        3.3.3 Interviews
    3.4 The Procedures of Experiment
        3.4.1 Stage One:Preparation for the experiment
        3.4.2 Stage Two:Implementation of the experiment
        3.4.3 Stage Three:Post experiment
    3.5 Data Collection and Analysis
Chapter Ⅳ Results and Discussion
    4.1 Results and discussion of demotivation questionnaire
    4.2 Results and discussion of the first pretest and post test
        4.2.1 Comparative analysis of pretest on demotivation intensity
        4.2.2 Comparative analysis of post test on demotivation intensity..
        4.2.3 Results and Discussion of the t-test of the first pretest
        4.2.4 Results and Discussion of the t-test of the first post test
    4.3 Result and discussion of English perforcemance t-test
    4.4 Results and discussion of interviews
Chapter Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implications of the study
        5.2.1 Implications for English teachers
        5.2.2 Implications for learners
        5.2.3 Implications for school administrators
    5.3 Limitations of the study and suggestions for future study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
AppendixⅤ
Acknowledgements



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