毕业论文-学习动机对辅修英语学生的学习影响课件

1、The influence of learning motivation on minor studentsEnglish learningA thesis submitted to the School of Foreign Languages,CCNU In part fulfillment of the requirements for BA degreeIn English Language and Literatureby Supervisor: Academic Title: Signature: Contents Abstract1. Introduction2. Literat

2、ure review 2.1 Definition of motivation 2.2 Types of motivation 2.3 Factors that influence the students motivation 2.4 Some problems about motivation3. Methodology 3.1 Objectives and subjectives 3.2 The classification of questionnaire and the analysis 3.3 Results and discussion4. Implication for enh

3、ancing motivation 4.1 Strategies for improving minor students motivation. 4.2 Developing proper attitude towards English learning and providing clear expectations 4.3 goal and feedback 4.4 praise and criticism 4.5 making the language class interesting 4.6 improving learning environment 4.7 improve t

4、he systems5. Conclusion 5.1 Findings 5.2 SuggestionsBibliography内容摘要 主辅修制在培养厚基础宽口径能力强素质高的复合型人才中发挥着重要作用，因此越来越多的高校实行了主辅修制。辅修的学生中有很大一部分选择英语作为他们的第二学位。因此，探究学习动机对辅修英语学生英语学习的影响就变得极为重要。而之前关于学习动机对学生学习成绩的影响的研究都是针对所有学生，很少有研究涉及学习动机对于英语辅修学生这一特殊群体的影响。为了完善英语辅修这一制度，提高辅修英语学生的学习成绩以及让学生正确选择是否辅修英语，有必要了解不同学习动机对辅修英语专业学生的

5、影响程度，以此来帮助学生提高英语综合能力。本文通过问卷调查发现，学习动机对辅修英语学生的综合英语能力的提高影响更深。对于一些学生来说，辅修英语或许并不是一个很好的选择，尤其当他们的学习动机有不单纯和偏离情况的时候。应看到学习动机对辅修英语学生的影响，对辅修正确定位。同时教师应该加强对辅修学生的指导，适当改进和提高对辅修英语学生的要求。Abstract The major-minor system plays an important role in training talents and its a foundation with high quality and flexible adap

6、tation to new changes and profound potential capacity. So this system is carried out by more and more universities.A large number of students choose English as their second major.It is necessary to know about the influence of learning motivation on minor students who choose English as their second m

7、ajor. It is necessary to perfect this system and offer help for those who want to choose English as their second major. Through questionnaire investigation,this paper finds out that learning motivation have a deep influence on minor students English learning. Its not a good choice for students to ch

8、oose English as a second major if their motivation is not optimistic. The major-minor system should be put in the correctly position, and teachers should give more guidance to students and improve standards to minor students properly.Key words: minor students; learning motivation; English learning;

9、1.IntroductionIt is well known that some students who choose English as their second major are more successful than others in English language learning. Learners are influenced by their beliefs about language learning, their affective states and a number of general factors such as age, language apti

10、tude, learning styles, motivation and personality. Motivation has been considered to be one of the most important factors in English learning among the individual difference. Theoretically speaking, motivation is considered by many investigators to be one of the most important factors or even a dete

11、rmining factor. But their influence may have some difference on minor students. Some minor students can learn English well and even choose English as their career. But some students who choose English as their second major cant get good grades and cant get a good effect on their life and career. The

12、refor, there is great worth to do some research on this topic. Researchers have studied motivation from a number of diverse perspectives. From psychological perspective, they are integrative motivation and instrumental motivation. These are distinguished to be two major types of motivation in foreig

13、n language learning. Some researchers claim that learners with integrative motivation tend to achieve greater proficiency, whereas some other researchers find instrumental motivation correlates highly with success in foreign language learning.Students who choose English as their second major may spe

14、nt nearly two years to study English in college. They have learned English for over six years before they got into college, and they also spent two years to learn the same English lessons as students who choose English as their first major. But they are unable to listen, speak, read or write well. W

15、hat has caused this unsatisfactory situation? What can we do to improve it? How to teach college English effectively? To answer these questions, we should do some research and find out the answers.2.Literature review2.1 Definition of motivation Majority of the studies about this area reveal that the

16、y have benefited from these theories of motivation by these researchers. “motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action.”, by Brown(2002). He holds that “effort which students consider learning foreign language as a result of t

17、heir need or desire to learn it.” According to Gardner(1985), “The combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language.” Those foreign language learners are equally enthusiastic about the language situation and make many

18、 great definitions of motivation. “motivation and its manifestations are not static and vary from day to day and task to task in a dynamic manner during the course of learning” Brown(2002). Several factors have been pointed to in the research studies which have their bearings upon the level of motiv

19、ation of learners including age, aptitude, cognitive style, motivation and personality. Brown(2002) . Such studies have contributed in identification and understanding of learners goals in addition to providing guidelines to teachers. The influence of motivation on language learning is very importan

20、t.Gardner (1985)proposed that the more motivation a learner has, the more time he/she will spend learning an aspect of a second language. Brown(2002) extended Spolskys perspective by advocating that the more time a learner will spend learning a language, the faster he/she will learn a second languag

21、e. Motivation has been widely accepted by teachers and researchers as one of the key factors influencing the rate and success of second language learning, often compensating for deficiencies in language aptitude and learning . He argues that motivation “is a very important, if not the most important

22、 factor in language learning”. He concluded this consensus as motivation is one of the main deterninants of second language achievements.2.2 Types of motivation There are various kinds of motivation have been identified, for example, integrative motivation, instrumental motivation, intrinsic motivat

23、ion and extrinsic motivation. Integrative and instrumental motivation is the most widely used and is well known as an theory. Focusing on integrative and instrumental motivation,the former is more important and superior for measuring the extent of success in learning “it leads to acceptability of th

24、e target languages culture, literature and life-style.”(Bandura& Schunk,1981). However, “the proponents of instrumental motivation are no less vocal in arguing that in most foreign language learning situations, the motive to practically benefit from the target language seems more important than inte

25、grating into the target group.” Based on various studies (Atkinson,1964), it is said that both types of movation can be equally effective to encourage English learners based on the social and cultural setting of the learners.2.3. Factors that influence the studentsmotivation (1). There is a relation

26、ship between students sex and English learning motivational factors. (2). There is a relationship between students age and English learning motivational factors. (3). The influence of the English learning motivational factors is high on the students who belong to the college with high quality. (4).

27、Their family, teacher, textbook and themselves are English learning motivational factors. On the motivational factors of learning in general and English learning in particular, so many researches have been performed. For example (华惠芳，1998) has pointed to the external factors such as Teachers persona

28、lity and behavior, Classroom atmosphere, and Teaching method as the influential motivating factors in students learning.(华惠芳，1998) has emphasized that students internal motivation has a positive relationship with their English learning. In a study on teachers role and learners gender, She showed tha

29、t there is a direct relationship between motivation, teachers role and students gender. She emphasizes on reminding the importance of English in order to motivate students, and in her research has shown that using Internet and computers in the classroom motivates students to learn.2.4 some problems

30、about motivation Motivation is an important factor in English achievementMany researchers have found the positive relation between motivation and English learning achievementHowever, there exist some problems in their studies.First，the self-report questionnaire used in the studies of motivation may

31、not elicit the impartial and objective responsesResearchers administer carefully designed questionnaires to subjects who are asked to rate themselves according to the extent to which they agree or disagree. Thus, “obtaining reliable and valid measurements is dependent upon learnersself-awareness and

32、 candor.” (叶双，曾志新，2008）.They point out that the questionnaire has three weak points一一approval motive，self-flattery and response setSubjects tend to give their answers referring to othersresponses：what others approve，they approve too(approval motive)Sometimes they accept an opinion when they think th

33、ey should accept it,no matter whether they really agree to it or not (self-flattery)In addition，as soon as they have given their answers,they tend to insist on them,and keep their opinions consistent in answering the questionnaire(response set)Second,there is great disagreement about the distinction

34、 of different types of motivation Gardner and Brown(2002)propose the integrative and instrumental motivation,while Bandura(1997)and Alison(1993)provide intrinsic extrinsic construct.Gardner(1 985)advances the resultative hypothesis，which claims that learners who do well are more likely to develop mo

35、tivational intensity and to be active in the classroom. Other types of motivation have also been identified，including(1)machiavellian motivationthe desire to learn a language that stems from English to manipulate and overcome the people of the target language. 3.Methodology Although there are many s

36、tudies on the relation of motivation to English achievement, there are not too much about the influence of learning motivation and English achievement on minor students English learning. That is the reason why the present research is made. While most college students learn English because they have

37、to learn it as a required course at their first year, some students choose English as their second major by themselves for the last three years. They need to spend more time and a large sum of money to become minor students. The major-minor system give college students a second choice to choose thei

38、r major. But why they choose English as their second major? Can they have a good achievement as they hope? What suggestions can help them? Its necessary to be found out.3.1 objectives and subjectives(1)objectives Different types of motivation influence students English achievement and there are sign

39、ificant differences between high score and low score group in motivation. Many students at minor class may not preview their lessons and the efficiency is very low when listening to their teachers. But they become very hard-working when facing the final examinations. For these students, the only pur

40、pose to learn English is to pass examinations and get the bachelorss degree. But other students with good performance and achievement have been working hard in English learning for many years. They work hard as if English is their first major. They may have different reasons to maintain their intere

41、st in English learning.(2). Subjectives The subjects in this survey are 50 students of third semester from 5 departments (their major various from Electronic and Information Engineering, Economics, History, Instructional Technology and Information Management). They are all from Central China Normal

42、University.3.2 the classification of questionnaire and the analysis The instrument used in the study include one questionnaire. 表（1）选择辅修英语专业的原因选项 个人 家长 专业 同学 助于主修 对主修不 对考研 将来从事与辅 兴趣 要求 热门 影响 专业学习 感兴趣 有帮助 修相关工作频数 16 2 4 4 6 4 3 11百分比 68.4 10.2 18.0 18.0 26.9 18.0 12.6 50.4 表（2）平均每周花在英语辅修上的课余时间 表（2）平均

43、每周花在辅修上的课余时间选项 0-1小时 1-3小时 3-6小时 6-9小时 9小时以上频数 12 21 10 4 3百分比 23.7 42.5 20.6 7.7 5.4 The data collection which was carded out was done in Chinese. The contents of the questionnaire are summarized as follows: Part one is designed to find out why the participants choose to study English and how long

44、do they spend on their learning. It includes items such as major, gender, age, family background, aims and reasons. These personal data serve as important things to investigate the relationship between individual variables and language learning. Through investigation, we can see that about 68.4 stud

45、ents choose English because they like to learn it. And about 50.4 students choose English because they want to find a job related to English. And most students spend less than three hours to learn English. Its the significant reason for their not accomplishing this language well. Different experimen

46、tal evidences have shown that some English language learners lose their interest and motivation during the English language learning process (施雪梅，2009）. And, students may want to understand the possible cause of their demotivation in order to try to avoid being demotivated. However, the possible cau

47、ses of demotivation among English language learners have focused on the important role of internal factors such as lack of self-confidence and negative learning experience. Some reasons can tell why students cant have good achievement. First, characteristics of classes. Course contents and pace, foc

48、us on difficult grammar or vocabulary, monotonous and boring lessons, a focus on university entrance exams and the memorization of the language (陈允芳，1990). Second, experiences of failure. Disappointment due to test scores, lack of acceptance by teachers and others and feeling unable to memorize voca

49、bulary and idioms (陈允芳，1990). Third, lack of interest. Since that English used at schools is not practical and not necessary little admiration toward English speaking people. (郝若平，2001) through an exploratory factor analysis of Questionnaire of English Language Learning, extracted five demotivation

50、factors: (a) Learning Contents and Materials.(b) TeachersCompetence and Teaching Styles.(c) Inadequate School Facilities.(d) Lack of Intrinsic Motivation.(e) Test Scores. The results showed that the Learning Contents and Materials and Test Scores factors were demotivating factors for many students w

51、ho choose English as their second major, especially for less motivated learners. Contrary to what previous research suggested, Teachers Competence and Teaching Styles was not a very strong cause of demotivation compared to Learning Contents and Materials or Test Scores for both more and less motivat

52、ed groups. This study also showed that both more and less motivated learners did not perceive Inadequate School Facilities as demotivating. Accordingly, the present study follows two aims. First, it wants to investigate the possible factors among minor English language learners. Second, it tries to

53、compare more motivated students with less motivated ones in English language learning in order to motivate students as they wish at first time. The questionnaire also included one question about motivation to learn English: “How motivated are you to learn English?”The participants were required to c

54、hoose one of the alternatives: 1: I have almost no motivation; 2: I have a little motivation; 3: I have moderate motivation; 4: I have high motivation. Based on the responses to this question, the participants were divided into less motivated learners and more motivated learners. The participants wh

55、o answered they had no or little motivation were considered as less motivated and those who answered they had moderate or high motivation were considered as more motivated students. 表（3） Background information of participants Category Frequency PercentageGender Male 8 16 Female 42 84MajorElectronic

56、Engineering 2 4Economics 18 36History 4 8Instructional Technology 12 24Information Management 14 28HometownCountryside 12 24Towns or small cities 31 62Large cities 7 14 The next part concerning students motivation in the form of a five-point likert scale from “strongly disagree(1)”to “strongly agree”. This part is to check the participants motivation types. According to the results of the survey and the theory which was pr