高中生英语学习动机及其和成绩的相关性研究

发布时间：2018-06-29 23:18

本文选题：动机 + 融合型动机　；参考：《华中师范大学》2016年硕士论文

【摘要】：作为第二语言习得研究的一个重要领域,学习动机被许多研究者认为是影响英语学习的重要因素并受到国内外研究者的广泛关注。越来越频繁的国际交留使得英语成为人才的一项重要技能,进而对学校英语教学以及学生的英语学习能力提出了更高的要求。在这样的情况下,了解学生的动机以及动机与成绩之间的关系对提高教学效率和学习效果意义重大。然而,国内外学者对学习成绩及其和动机关系的研究主要集中在大学生阶段,忽视了对高中生这个群体的研究。此外,学习动机以及动机和成绩在性别、科目以及现有英语水平上的差异也没有得到充分的探讨。而学生作为教学的对象和学习的主体,在研究其学习动机及其与成绩的相关性时,个体差异也应该被考虑到。因此,本研究在参考国内外研究的基础上,结合中国高中生的特点,编制了测量动机的李克特五级量表,通过问卷调查,运用数据分析软件,从性别、科目、现有英语水平这三个维度对高中生的动机以及动机与成绩的关系进行了深入细致的探索。综合本研究的结果,得出以下结论：(1)高中生的英语学习动机较强,工具型动机强于融合型动机,占据主导地位；(2)女生的动机强于男生,文科生的动机显著强于理科生,高分组学生的动机显著强于低分组；(3)总的动机和融合型动机都与成绩显著相关,而工具型动机和成绩的相关性不显著；(4)就动机与成绩的相关度而言,男生强于女生,文科生强于理科生,低分组强于高分组。研究结果为教师以及学习者提供了教育启示。教师在教学中应该采用有效策略激发、增强学生(尤其是男生、理科生和低分组学生)的动机,意识到融合型动机在英语学习中的积极作用,重视融合型动机的培养。作为英语学习者,也要了解动机尤其是融合型动机的作用、进而有意识地去培养动机。此外,要正确对待工具型动机,把它看作实现短期目标的动力,但不能过多地强化工具型动机。
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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