初中生英语动机调控策略实证研究
发布时间：2018-08-13 20:19
【摘要】：动机调控策略对第二语言习得及外语教学均具有重要作用,受到了教育人员及研究人员的重视。但是截止目前,多数英语动机调控策略的相关研究均是以年龄稍大的高中生或大学生为研究对象(如:李昆,2009,2011,2013;高越,刘宏刚,2014;刘宏刚,2014),初中生的英语动机调控策略成为了一个受到忽视的范畴。因此,本研究采取问卷调查与访谈相结合的方法,以分别来自A、B和C三所中学的共765名初中生为研究对象,对以下问题进行研究:(1)初中生英语动机调控策略的使用情况如何?(2)英语动机调控策略的使用是否存在性别和年级差异?如果存在,则是怎样的差异?(3)初中生英语动机调控策略与英语学习动机之间存在怎样的关系?经研究发现:(1)初中生在英语学习过程中使用英语动机调控策略的频率不同,经常使用的有四项策略,包括成绩自我唤起策略(M=4.58;SD=1.00)、元认知控制策略(M=4.34;SD=0.98)、自我效能策略(M=4.32;SD=0.99)、兴趣提升策略(M=4.09;SD=1.02);不经常使用的策略包括归因策略(M=3.60;SD=0.92)、跨文化交际策略(M=3.52;SD=1.22)和自我奖赏策略(M=3.41;SD=1.33)。(2)初中生英语动机调控策略的使用存在性别差异和年龄差异。女生比男生更擅长使用英语动机调控策略(t(737)=-4.76,p0.05);初一学生对这七种动机调控策略的整体使用频率明显高于初二学生和初三学生,初二学生和初三学生之间不存在明显差异。(3)初中生英语动机调控策略与英语学习动机之间存在显著的正相关关系。其中六种策略,即兴趣提升策略、成绩目标唤起策略、自我奖赏策略、跨文化交际策略和元认知控制策略,与内在动机和外在动机均呈正相关关系。归因策略与内在动机不存在明显的相关性,但与外在动机及动机整体存在低度相关关系。基于上述研究结果,为更好地提高学生的英语学习动机,研究者提出下列建议:(1)英语教师应当为学生提供英语动机调控策略的有关教育及培训;(2)英语教师在动机调控策略培训中应当注重学生的个体差异;(3)初中生应当根据教师的指导,在英语学习过程中经常有意识地使用这些调控策略。
[Abstract]:Motivation control strategies play an important role in second language acquisition and foreign language teaching, and have attracted much attention from educators and researchers. However, so far, most of the studies on English motivation control strategies have focused on older high school students or college students (such as Li Kun Heng 2009 / 2011 / 2013; Gao Yue). Liu Honggang 2014; Liu Honggang 2014), junior high school students' English motivation control strategy has become a neglected category. Therefore, in this study, 765 junior high school students from three middle schools, AZB and C, were selected as the subjects of the study, using questionnaires and interviews. The following questions are studied: (1) what is the use of English motivation control strategies in junior high school students? (2) are there gender and grade differences in the use of English motivation control strategies? If so, what is the difference? (3) what is the relationship between English motivation regulation strategies and English learning motivation of junior high school students? The findings are as follows: (1) the frequency of English motivation control strategies used by junior high school students in English learning is different, and there are four strategies that are often used in junior high school students. These strategies include achievement self-arousal (MN4.58SD1.00), metacognitive control (M4.34SD0.98), self-efficacy (M4.32SD0.99), interest promotion (M4.09SD1.02); infrequent strategies include attribution (M3.60SD0.92), cross-cultural communication (M3.52SD1.22) and self-reward (M3.41s / 1.33). (2). There are gender and age differences in the use of machine control strategies. Female students are better at using English motivation control strategies than boys (t (737) -4.76p0.05), and the overall use frequency of these seven strategies is significantly higher than that of sophomore students and junior high school students. There is no significant difference between junior high school students and junior high school students. (3) there is a significant positive correlation between English motivation control strategies and English learning motivation of junior high school students. Six strategies, namely, interest promotion strategy, achievement goal arousal strategy, self-reward strategy, cross-cultural communication strategy and metacognitive control strategy, are positively correlated with intrinsic motivation and extrinsic motivation. There is no obvious correlation between attribution strategy and intrinsic motivation, but a low correlation with extrinsic motivation and motivation as a whole. Based on the above results, in order to improve students' English learning motivation, The following suggestions are put forward: (1) English teachers should provide students with relevant education and training on English motivation control strategies; (2) English teachers should pay attention to individual differences in motivation control strategies training; (3) junior high school students should be guided by teachers. These strategies are often used consciously in English learning.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:Motivation control strategies play an important role in second language acquisition and foreign language teaching, and have attracted much attention from educators and researchers. However, so far, most of the studies on English motivation control strategies have focused on older high school students or college students (such as Li Kun Heng 2009 / 2011 / 2013; Gao Yue). Liu Honggang 2014; Liu Honggang 2014), junior high school students' English motivation control strategy has become a neglected category. Therefore, in this study, 765 junior high school students from three middle schools, AZB and C, were selected as the subjects of the study, using questionnaires and interviews. The following questions are studied: (1) what is the use of English motivation control strategies in junior high school students? (2) are there gender and grade differences in the use of English motivation control strategies? If so, what is the difference? (3) what is the relationship between English motivation regulation strategies and English learning motivation of junior high school students? The findings are as follows: (1) the frequency of English motivation control strategies used by junior high school students in English learning is different, and there are four strategies that are often used in junior high school students. These strategies include achievement self-arousal (MN4.58SD1.00), metacognitive control (M4.34SD0.98), self-efficacy (M4.32SD0.99), interest promotion (M4.09SD1.02); infrequent strategies include attribution (M3.60SD0.92), cross-cultural communication (M3.52SD1.22) and self-reward (M3.41s / 1.33). (2). There are gender and age differences in the use of machine control strategies. Female students are better at using English motivation control strategies than boys (t (737) -4.76p0.05), and the overall use frequency of these seven strategies is significantly higher than that of sophomore students and junior high school students. There is no significant difference between junior high school students and junior high school students. (3) there is a significant positive correlation between English motivation control strategies and English learning motivation of junior high school students. Six strategies, namely, interest promotion strategy, achievement goal arousal strategy, self-reward strategy, cross-cultural communication strategy and metacognitive control strategy, are positively correlated with intrinsic motivation and extrinsic motivation. There is no obvious correlation between attribution strategy and intrinsic motivation, but a low correlation with extrinsic motivation and motivation as a whole. Based on the above results, in order to improve students' English learning motivation, The following suggestions are put forward: (1) English teachers should provide students with relevant education and training on English motivation control strategies; (2) English teachers should pay attention to individual differences in motivation control strategies training; (3) junior high school students should be guided by teachers. These strategies are often used consciously in English learning.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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