英语专业大学生二语（外语）动机自我系统现状调查

发布时间：2018-06-01 06:23

本文选题：二语动机自我系统 + 现状　；参考：《河北师范大学》2017年硕士论文

【摘要】：目前,二语动机自我系统理论(L2MSS)是二语习得领域中动机理论的比较新的成果。它是由Zoltán D?rnyei于2005年提出建立的。二语动机自我系统理论主要有三个组成部分,即理想二语自我,应该二语自我和二语学习经验。该理论的基本假设是:如果熟练使用目标语是学习者理想(或应该)自我组成部分,那么他就会具有强烈的学习目标与动机,因为学习者有消除当前自我和未来可能自我间差距的心理愿望。作为一项新理论,二语动机自我系统理论已受到国内外学者广泛关注。国外学者已经做了一些详细的研究。然而国内仍需要做大量研究,尤其是实证性研究。基于该事实,本研究旨在了解英语专业大学生二语动机自我系统的整体现状,学习者二语动机自我系统之间的差异,以及与这些差异可能相关的因素。本文通过运用问卷和半结构访谈的方法,对224名英语专业大学生的二语动机自我系统现状进行了研究。由问卷和半结构访谈所收集到的数据使用社会科学统计软件包(SPSS17.0)进行分析。本文首先运用描述性统计对受试者二语动机自我系统三个部分的现状分布进行分析。其次,运用独立样本T检验检测不同二语水平群组(高分组和低分组)的三个组成部分之间是否存在差异。最后,进行相关和回归分析,检测造成差异的潜在影响因素。研究结果表明:1)英语专业大学生的二语动机自我系统总体呈现正性。就它的三个维度来看,理想二语自我与二语学习经验程度较高,而应该二语自我则处于中等水平。2)在高分组和低分组之间,学生的理想二语自我与应该二语自我存在着显著差异,而二语学习经验则不存在显著差异。3)就造成这些不同的预测因素来看,英语专业大学生的理想二语自我深受融入性动机、工具提升型动机和国际姿态的影响。国际姿态和家庭因素可正向预测学生的应该二语自我,而环境则会产生负面的预测作用。学生的自信可以积极影响二语学习经验,而英语学习焦虑则会产生消极作用。基于研究结果,笔者为提高学生二语动机自我系统提出一些建议。研究者认为学校和政府应当为学生提供更多机会,以此提升他们想要成为熟练二语说话者的动机。教师和家长也应起到模范作用,提高对英语的重视程度,为学生创造良好学习环境,让学生意识到英语的重要性。
[Abstract]:At present, L2MSS) is a relatively new achievement of motivation theory in the field of second language acquisition. It was established by Zolt 谩 n D?rnyei in 2005. Second language motivation self-system theory has three main components: ideal second language self, second language self and second language learning experience. The basic assumption of the theory is that if proficiency in using the target language is an ideal (or should) part of the learner's self, he will have a strong learning goal and motivation. Because the learner has the psychological desire to eliminate the gap between the present self and the possible self in the future. As a new theory, L2 motivation self-system theory has been widely concerned by scholars at home and abroad. Foreign scholars have done some detailed research. However, there is still a lot of research to be done in China, especially empirical research. Based on this fact, this study aims to understand the overall situation of L2 motivation self-system in English majors, the differences between L2 motivation self-systems and the possible factors related to these differences. By using questionnaires and semi-structured interviews, the present situation of L2 motivation self-system in 224 English majors is studied in this paper. The data collected from questionnaires and semi-structured interviews were analyzed by SPSS 17.0. In this paper, descriptive statistics are used to analyze the distribution of the three parts of self-system of second language motivation (L2). Secondly, independent sample T test was used to detect whether there were differences among the three components of different L2 level groups (high score group and low group). Finally, correlation and regression analysis were carried out to detect the potential factors affecting the difference. The results show that the second language motivation self-system of English majors is positive in general. In terms of its three dimensions, the ideal L2 self and L2 learning experience are higher, while the second language self is at the middle level. 2) between the high score group and the low group. There are significant differences between ideal L2 self and ought L2 self, but there is no significant difference in L2 learning experience. 3) from the perspective of these different predictive factors, the ideal L2 self of English majors is deeply involved in the motivation of inclusion. Tool lift motivation and the influence of international posture. International attitude and family factors can positively predict students' second language self, while environment can produce negative predictive effect. Students' self-confidence can positively affect second language learning experience, while English learning anxiety can have a negative effect. Based on the results of the study, the author puts forward some suggestions for improving students' second language motivation self-system. The researchers say schools and governments should give students more opportunities to boost their motivation to become proficient second language speakers. Teachers and parents should also play an exemplary role in enhancing the importance of English, creating a good learning environment for students and making students aware of the importance of English.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319

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