技师学院学生英语学习动机类型与强度的研究

1、技师学院学生英语学习动机类型与强度的研究技师学院学生英语学习动机类型与强度技师学院学生英语学习动机类型与强度的研究的研究A A StudyStudy onon EnglishEnglish LearningLearningMotivationMotivation TypesTypes andand IntensityIntensity ofofStudentsStudents inin TechnicianTechnician InstitutesInstitutes【作者】 柳娜；【导师】 牛毓梅；【作者基本信息】 山东大学， 英语语言文学， 2010， 硕士【摘要】 英语作为重要的交流工具

2、,已经渗入到现代社会的多个方面。学习动机作为影响英语学习效果的关键因素,引起了语言习得研究者的较大关注。虽然国内外学者已对学习动机做了大量研究,但针对我国近几年来新兴出现并迅速发展的技师层次教育的英语学习动机研究却极少。技师层次的学生应该能看懂英文操作指令,英文说明书,操作手册,具备接受前沿技术培训,学习国外先进技术等方面的能力。但目前技师层次学生的英语水平大多达不到上述要求。为了解这些学生的实际英语学习动机,作者着重研究以下三个问题：(1)其英语学习主要的动机类型和动机强度；(2)性别对动机类型及动机强度的影响；(3)英语学习成绩与整体学习动机和动机强度之间的关系。针对这些问题,作者对来自山

3、东技师学院的 142 名技师层次的学生进行了英语水平测试和问卷调查。考虑到学生的英语基础相对薄弱,试卷采用的 2007 及 2008 年高考英语试卷(全国卷)的部分试题。问卷采用的是高一虹教授(2003)设计的本科生英语学习动机调查问卷。作者对所收集的数据进行了描述性分析,均值比较及相关性分析等数据分析。得出如下结论：一、在内在兴趣、成绩、学习情境、出国、社会责任、个人发展、信息媒介七种动机类型中,个人发展、社会责任及信息媒介动机是最主要的动机类型。学生整体动机强度为中下水平,整体英语水平不高。二、女生在内在兴趣、社会责任、个人发展三种动机上均值高于男生,且差距具有显著性(p0.05)。女生在

4、总动机及动机强度上均值高于男生,但这种差距不具备显著性。三、内在兴趣动机、个人发展动机、信息媒介动机及动机强度与学习者学习成绩呈明显正相关(p0.01),社会责任动机与学习者学习成绩也呈正相关(p0.05)；而成绩动机与学习者的学习成绩呈明显负相关(p0.01)。这说明片面追求分数、成绩动机越强、反而实际努力程度越低。情境动机与学习者学习成绩之间没有相关性。基于本次研究的结果,作者提出教师应从培养并发展学生的内在动机,保持并强化学生的外在动机,以及创造有利的学习情境这几方面入手,有效地提高学生的学习动机,以求达到更好的教学效果。 更多还原【Abstract】 As an important c

5、ommunication tool, English haspenetrated into many aspects of modern society. Viewed as a keyfactor that influences English learning effect, motivation hascaptured great attention of language acquisition researchers.Although there have been considerable researches related tomotivation home and abroa

6、d, the researches on English learningmotivation of students in technician institutes are few. Technicianlevel students are expected to understand English prompts,instructions, manuals, etc. and have the competence to receive theleading technical training and learn advanced technologyabroad.However,

7、in the present, English levels of most students intechnician institutes can not meet the above requirement. In order toknow about their practical English learning motivation, the authorfocused on the following research questions:(1) the major motivationtypes and intensity; (2) the effect of gender o

8、n motivation types andintensity; (3) the effect of English proficiency on motivation typesand intensity.Aiming at these questions, the author made an Englishproficiency test and a questionnaire among 142 students from ShandongTechnician Institute. The questionnaire adopted in this survey isdesigned

9、by professor Gao Yihong (2003), which is to investigateEnglish learning motivation of undergraduates. The author makesdescriptive analysis, means comparison and correlation analysisaccording to the data collected. The findings are as follows:1. Amongthe seven types of motivation, social responsibili

10、ty, personaldevelopment and information media are the leading motivation. Theoverall motivation intensity of participants is middle and lowerlevel. The whole English level of participants is not high.2. Meansof females in internal interest, social responsibility and personaldevelopment motivation ar

11、e higher than those of males, and thedifference is significant (p0.05). The overall motivation andmotivation intensity of females are higher than those of males, butthere is no significant difference between them. 3. Englishproficiency test scores have strong positive correlations withinternal inter

12、est, personal development, information mediamotivations and motivation intensity (p0.01), proficiency is alsopositive correlated to social responsibility motivation (p0.05).While test scores of students have negative correlations withachievement motivation.Based on the results of this research, thea

13、uthor proposes that teachers should try their best to cultivate anddevelop studentsintrinsic motivation, maintain and strengthenstudentsextrinsic motivation as well as create favorable learningsituations. Through the above means, motivations of students areexpected to be enhanced effectively and bet

14、ter teaching effect may beachieved. 更多还原【关键词】 英语学习； 学习动机； 动机强度； 相关性；【Key words】 English learning； motivation； intensity；correlation；参考文献：对学生英语学习动机和策略的探究学习动机是指直接推动学生进行学习的一种内部动力,是激励和指引学生进行学习的一种需要,是学习活动的推动力。学生在学习活动中有效学习的程序、规则、方法、技巧及调控方式称为学习策略。了解学生.收录数据库：中文科技期刊数据库 来源：广西教育 2010 年 第 5 期作者：谭银香 机构：南宁市天桃实验学校

15、分层教学法对英语学习动机的影响研究教育部大学英语课程教学要求指出,大学英语教学要以学生英语综合能力的提高为目标。本文就如何在扩招背景下对不同层次水平的学生进行有效外语教学,提高学生英语的整体水平这个问题从分层教学的.收录数据库：中文科技期刊数据库 来源：成功：教育 2011 年 第 9期 作者：梁小栋 张小皎 董旭 机构：河北医科大学基础课教学部 河北石家庄论初中生英语学习动机的激发英语是一门非常重要的学科，但许多学生在初中阶段就对英语产生了厌倦或者恐惧，这严重影响了英语教学的效果。作为一名教师，如果不能对学生的学习动机进行有效地激发，是很难组织有效教学和促进学.收录数据库：中文科技期刊数据库

16、 来源：当代教育理论与实践 2011年 第 9 期 作者：韩文健 机构：西南大学教育科学研究所 重庆 400715技师学院学生英语学习动机类型与强度技师学院学生英语学习动机类型与强度的研究的研究A A StudyStudy onon EnglishEnglish LearningLearningMotivationMotivation TypesTypes andand IntensityIntensity ofofStudentsStudents inin TechnicianTechnician InstitutesInstitutes【作者】 柳娜；【导师】 牛毓梅；【作者基本信息】 山

17、东大学， 英语语言文学， 2010， 硕士【摘要】 英语作为重要的交流工具,已经渗入到现代社会的多个方面。学习动机作为影响英语学习效果的关键因素,引起了语言习得研究者的较大关注。虽然国内外学者已对学习动机做了大量研究,但针对我国近几年来新兴出现并迅速发展的技师层次教育的英语学习动机研究却极少。技师层次的学生应该能看懂英文操作指令,英文说明书,操作手册,具备接受前沿技术培训,学习国外先进技术等方面的能力。但目前技师层次学生的英语水平大多达不到上述要求。为了解这些学生的实际英语学习动机,作者着重研究以下三个问题：(1)其英语学习主要的动机类型和动机强度；(2)性别对动机类型及动机强度的影响；(3)

18、英语学习成绩与整体学习动机和动机强度之间的关系。针对这些问题,作者对来自山东技师学院的 142 名技师层次的学生进行了英语水平测试和问卷调查。考虑到学生的英语基础相对薄弱,试卷采用的 2007 及 2008 年高考英语试卷(全国卷)的部分试题。问卷采用的是高一虹教授(2003)设计的本科生英语学习动机调查问卷。作者对所收集的数据进行了描述性分析,均值比较及相关性分析等数据分析。得出如下结论：一、在内在兴趣、成绩、学习情境、出国、社会责任、个人发展、信息媒介七种动机类型中,个人发展、社会责任及信息媒介动机是最主要的动机类型。学生整体动机强度为中下水平,整体英语水平不高。二、女生在内在兴趣、社会责

19、任、个人发展三种动机上均值高于男生,且差距具有显著性(p0.05)。女生在总动机及动机强度上均值高于男生,但这种差距不具备显著性。三、内在兴趣动机、个人发展动机、信息媒介动机及动机强度与学习者学习成绩呈明显正相关(p0.01),社会责任动机与学习者学习成绩也呈正相关(p0.05)；而成绩动机与学习者的学习成绩呈明显负相关(p0.01)。这说明片面追求分数、成绩动机越强、反而实际努力程度越低。情境动机与学习者学习成绩之间没有相关性。基于本次研究的结果,作者提出教师应从培养并发展学生的内在动机,保持并强化学生的外在动机,以及创造有利的学习情境这几方面入手,有效地提高学生的学习动机,以求达到更好的教

20、学效果。 更多还原【Abstract】 As an important communication tool, English haspenetrated into many aspects of modern society. Viewed as a keyfactor that influences English learning effect, motivation hascaptured great attention of language acquisition researchers.Although there have been considerable researche

21、s related tomotivation home and abroad, the researches on English learningmotivation of students in technician institutes are few. Technicianlevel students are expected to understand English prompts,instructions, manuals, etc. and have the competence to receive theleading technical training and lear

22、n advanced technologyabroad.However, in the present, English levels of most students intechnician institutes can not meet the above requirement. In order toknow about their practical English learning motivation, the authorfocused on the following research questions:(1) the major motivationtypes and

23、intensity; (2) the effect of gender on motivation types andintensity; (3) the effect of English proficiency on motivation typesand intensity.Aiming at these questions, the author made an Englishproficiency test and a questionnaire among 142 students from ShandongTechnician Institute. The questionnai

24、re adopted in this survey isdesigned by professor Gao Yihong (2003), which is to investigateEnglish learning motivation of undergraduates. The author makesdescriptive analysis, means comparison and correlation analysisaccording to the data collected. The findings are as follows:1. Amongthe seven typ

25、es of motivation, social responsibility, personaldevelopment and information media are the leading motivation. Theoverall motivation intensity of participants is middle and lowerlevel. The whole English level of participants is not high.2. Meansof females in internal interest, social responsibility

26、and personaldevelopment motivation are higher than those of males, and thedifference is significant (p0.05). The overall motivation andmotivation intensity of females are higher than those of males, butthere is no significant difference between them. 3. Englishproficiency test scores have strong pos

27、itive correlations withinternal interest, personal development, information mediamotivations and motivation intensity (p0.01), proficiency is alsopositive correlated to social responsibility motivation (p0.05).While test scores of students have negative correlations withachievement motivation.Based on the results of this research, theauthor proposes that teachers should try their be