文献综述-动机衰退

毕业论文：文献综述学生姓名：王亮亮定稿时间：2015-5-20PAGE -PAGE１-毕业论文（设计）文献综述题目：英语专业学生英语学习动机衰退因素调查研究AStudyonFactorsCausingEnglishMajorStudents’DemotivationinEnglishLearning学院：外国语学院专业：英语班级：英语13B学号：1307020230学生姓名：王亮亮指导教师：黄蓓莺二○一五年五月英语专业学生英语学习动机衰退因素调查研究摘要：学习动机是影响学生学习的重要非智力因素，但如今一些英语专业学生出现了英语学习动机衰退现象。本人通过问卷调查及数据分析的方法，研究引起英语专业动机衰退的主要因素。结果表明教师，学生及学习环境都能导致动机衰退，但学生自身是主要的原因。通过进一步的分析表明动机衰退程度和学生英语水平有负相关的联系：即学生水平越高，动机衰退程度越小。希望此研究能够对于教师教学及学生英语学习有帮助。关键词：学习动机；动机衰退；教师；学生；因素毕业论文：文献综述学生姓名：王亮亮定稿时间：2015-5-20PAGE５-PAGE11-AStudyonFactorsCausingEnglishMajorStudents’DemotivationinEnglishLearningAbstract:Motivationisthetopnon-intellectualfactorinaffectinglearners’learning.However,nowadayscurrentcollege-levelstudentsamongEnglishmajorshaveshoweddemotivationtowardtheirEnglishlearning.ThusthispaperstudiescontributingfactorscausingEnglishlearningdemotivationviaquestionnairesurveymethodandbasedondataanalysis,findingthatstudents,teachersandlearningenvironmentexperienceddetachmentthatcouldhinderlearningEnglish.Butstudentthemselvesisthemainfactor.Furthermore,itisalsofoundthattheextentofdemotivationisinverselyrelatedtotheEnglishlevels.Thatistosay:thehigherEnglishlevel,thelessdemotivationtrend.Hence,hopethepresentpaperwillbeusefulforbothteachers’futureteachingandstudents’Englishlearningtominimizedemotivation.Keywords:learningmotivation;demotivation;teachers;students;factorsLiteratureReview1.TheimportanceofmotivationMotivationis“definedasaninnerdrivingforcethatactivatesanindividualtodosomethingthatwillsatisfyhisneedordesire”(Sun,2010:6).Andmotivation“referstoacombinationofeffortsplusdesireandfavorableattitudestowardslearningtoachievethegoaloflearninglanguage”(Sun,2010:8).SowecanseethatmotivationplaysanimportantroleinstimulatingstudenthavingthepositiveattitudeorbehaviorinprocessofEnglishlearning.ThoughtherehavebeenvarioustheoriesandstudiesonmotivationaspectsonEnglishlearning,fewresearchesareaboutthefactorscausinglessmotivation.However,recently,itisknownthatsomestudentshavealreadyshowedtheirlessmotivationonEnglishlearning,andsomestudentsevengraduallystartlosingtheirlearninginterestsandbegintohateEnglishlearning.Researcherclaimedthatthisisbecausestudents’motivationinfluencenotonlybypositiveexternalfactor,butalsobynegativeexternalfactor(Li&Tian,2011).Fromtheirview,forinstance,student’spoorgrades,lackofinterests,conflictsbetweenteacherandstudent,orteacher’snegativeremarkscanleadtodecreasetheirlearningmotivation.Indeed,thosenegativeeffectsarethepartialreasonscausinglosinglearningmotivationofstudents.Hence,nowlessmotivationphenomenawhichcanbeeasilyfoundinEnglishlearningclassroomanditisalso“regardedasanimportantfactortoleadtothefailureinlanguagelearning”(Li&Tian:69).Moreover,Dornyeialsosaid:“student’sbehaviorofteninfluencesbytwomainforces,oneispositive,butanotherisnegative.Thepositiveforceiscalledmotive,whilenegativeoneisdemotive”(2001:11).Sowiththepurposeoffindingoutthefactorsthatcausedemotivationphenomena,Iconductedtheliteraturereview.Inthissection,itmainlyconsistsoftwoparts:1)Thedefinitionofdemotivation;2)Areviewofpreviousstudiesonfactorscausingdemotivation.2.Demotivation2.1ThedefinitionofdemotivationMotivation,asanon-intelligentfactor,hasbecomeacrucialsubjectforresearchinlanguagelearning,becauseitnotonlycaninfluencestudents’Englishlearningattitudeandbehavior,butalsocanaffecttheirlearningoutcome.Williambelievedthatmotivationcouldbecognitiveandemotional,whichletpeopletomakesomeeffortsontheirlanguagelearningandmadepositivedecisiontoachievetheirgoals(1994).Inaddition,Dornyei&Ottaheldthatlearningmotivationisadynamicprocess,includingstimulatinglearners’desiretolearn,whichcanmotivateandmaintainstudents’learningbehaviorstoachievetheirgoals(1998).Inotherwords,motivationcanbeaninnerdrivingforcethatcanactivatesandmaintainstudents’positivelearningbehaviorstosatisfytheirlearningpurpose.Asthestudyonmotivationfurtherdevelops,inordertoknowthemotivationmorespecifically,someresearchersraisedaconceptrelatedtomotivation-amotivation(Deci&Ryan,1985).Dornyeiviewedthatamotivationwas“therelativeabsenceofmotivationthatisnotcausedbylackinginitialinterestbutbytheindividual’sexperiencingfeelingsofincapabilityandhelplesswhenfacedwithactivity”(2001:144).Specifically,amotivationmeansthetotallossoflearningmotivation.Becausethoseamotivatedstudentsalwaysthinkthattheydonothavecompetenceorcapabilitytodoanything.Andtheyalsobelievethat“itisnosignificantmakinggreateffortstolearnaseffortsmadeareinvainallthetime”(Shen,2012:7),becausetheoutcomeisnotsatisfyingforthem.Asaresult,theyfeelhopelesstoachievetheirgoals,andthentheyfinallybelievetheirgoalsarebeyondreach.Sothesestudentshavenointerestsormotivationonlearningtheirtargetlanguageandtheirlearningmotivationhastotallylosteventuallybecauseoftheirinability.What’smore,inearly21st,anotheraspectofmotivationhasdrawnmuchattentionfromresearch.Anditplaysanegativeroleinmotivatingstudents’learning,becauseithasthedemotivatingeffectsonlearningEnglish.Manyscholarsandresearchersdefineditas“Demotivation”.In2001,Dornyeialsodefinedthedemotivationas“specificexternalforcethatreduceordiminishthemotivationalbasisofbehavioralintentionoranongoingaction”(2001:11).In2011,otherresearchers(Li&Tian,2011)alsobelievedthatdemotivationmeansthatlearners’motivationarereducingordecreasingintheprocessoflearning,whichwereinfluencedbysomeexternalaspects.Hence,fromtheirview,wecanlearnthatlearnerswhohavedemotivatingproblemsmayevenhavestrongmotivationtolearningatthebeginning,butthentheirmotivationaregraduallyreduced,becausetheyhasbeeninfluencebysomerelatedexternalfactors.Asaresult,theselearnerscannotfinishtheirtasksfinally,“Whiletheamotivatedstudentsarethosewhoselearningmotivationistotallylostbecausetheyfeelunableorhopelesstoachieveagoalwhichisbeyondreach”(Shen,2012:8).2.2FactorsoncausingdemotivationThoughdemotviationphenomenoncanbeseeninsecondlanguagelearning,fewstudiesonfactorscausingdemotivation.Forexample,GorhamandChristophel’sresearchin1992hasmadegreatcontributionstofactorsofdemotivationwhichwereperceivedamongdifferentgroupsofcollegestudentsandseveralteachers(Shen,2012).Theirfindingsshowthattheteacheristhemainexternalfactorindecreasingstudents’learningmotivation,includingteachingmethods,teachingabilityandteachingattitude.Thereafter，theresearcherswhoareinthefieldofForeignLanguageLearningandTeachingstartattachingimportancetofactorcausingdemotivation.Andafewscholarsdividethefactorscausingdemotivationintotwotypes:externalfactorsandinternalfactors.Theexternalfactorsincludeteachers,schoolfacilitiesandteachingmaterials;andtheinternalfactorsarestudentsown,liketheirlearninginterests,confidence,orlearningattitude.Fromthoseresearchfindingsallovertheworld,itisfoundfactorsthatcauselessmotivationinlearningsecondlanguagemainlyfocusonexternalfactor-teachersandinternalfactor-students.Therefore,thispartisareviewofpreviousstudiesonfactorscausingdemotivationfromteachers’andstudents’factors.2.2.1ExternalfactorsoncausingdemotivationThefamouslanguageresearcherChambersinvestigated191studentsfromfourschoolsand7teachersinUKbasedonthequestionof“Whystudentsdonotlikeforeignclass”(1993).ThoughChambersmerelylistedtheopinionsfromteachersandstudentswithoutanyfurtheranalysis,hisfoundlingsshowedthatteachersarethemainexternalreason,includingteachingmethods,materialsandcapability.ThisresultissimilarwithGorhamandChristophel’sresearches.AnotherstudywasconductedbyOxford;hetooktimeintoconsideration,andclaimedthatthebestwaytoknowthedemotivationisrecallingthepastlearningexperience(Oxyford,2004).Sohemadeaninvestigationamong250Americanstudentsbycomposition.Theparticipantswereaskedtowriteapassagebasedontheir5yearsforeignlanguageexperience.Somepromptsweregiventothestudentswhentheywerewriting,like:talkaboutaclassroominwhichyoufeltuncomfortable,describetheexperienceofaconflicttakingplacebetweentheteacherandyou,whichteacherdoyoulikebest,tellthereason,whatdifficultiesyoumeetinlearninglanguage,etc.Hisstudyshowsthatalotofstudentshavethedemotivationissues,andtherearemainlyfouraspects:1)theinharmoniousrelationshipbetweenstudentsandteachers.2)Teachershavethenegativeattitudetocourseortextbooks.3)Conflictsbetweenteachingstyleandlearningstyle.4)Classroomactivitydesignisnotsosatisfying.FromOxford’sstudy,wecanlearnthattheteacherisstillthemainexternaldemotivatingfactor,includingteachingstyle,teachers’negativeteachingattitude,poorrelationshipbetweenstudentsandteachers,unsatisfactoryclassactivity.Inaddition,basedonpreviousstudies,Dornyeiselected50studentssecondaryschoolfromvariousschoolsinBudapest,andthesestudentswereidentifiedasdemotivatedstudents.Fromthefindings,somefactorswerediscovered.Theywere:1)Theteacher(personality,competence,teachingmethod);2)Inadequateschoolfacilities；3)Reducedself-confidence(experienceoffailureorlackofsuccess);4)NegativeattitudetowardstheL2;5)CompulsorynatureofL2study;6)Interferenceofanotherforeignlanguagebeingstudied;7)NegativeattitudetowardsL2community；8)Attitudeofgroupmembers;9)Coursebook;(qtd.Dornyei,1998)Fromthesefactors,itseemedthat“theteacher-relatedfactorsaccountedfor55%ofthetotalfrequencybothdirectlyandindirectly”(Shen,2012:11).Itfoundthattheteacherisstillthecriticalexternalfactorinreducingthemotivationinsecondlanguagelearning.Otherexternalfactorscounted10%-inadequateschoolfacilities,uninterestinglearningmaterialandpoorlearningenvironment.However,theseninecategorieshaveprovidedastrongtheoreticalbasisfordemotivationstudyamongafterwardsresearchers.Thus,fromthesefindingsmentionedabove,itcanbefoundthattheexternalfactor-teacherisasalientelementfordecreasingstudents’learningmotivation.Itmainlypaysmoreattentiontoteacher’steachingmethods,teachingattitudes,teachingmaterialsandteachingability.Otherexternalfactorssuchasschoolfacilitiesandlearningmaterialsareminoraspectstoaffectthemotivation.2.2.2InternalfactorsoncausingdemotivationSince21century,thestudycoreofdemotivationhasfocusedoninternalfactors-studentsownaspects.Afewresearchersbelievethenegativeexternalfactorsmayinfluencethechangeofinternalfactors,suchasteachers’negativeremarks,laughedbyclassmatesorpoorlearningatmosphere(Liang,2008).However,someresearchersdissentthatteacheristhemainfactorcausingdemotivation,becausetheyclaimedthattheyfoundthelearnerswhogetoftengoodmarkfromteacherstendtoattributedemotivationtotheirownpoorlearningabilityandwronglearningmethods,whilelowEnglishlevellearnersbelieveteacheristhemainfactor(Sun&Lei,2013).ThosehighEnglishlevelstudentsclaimedthatgoodlearningmethodsandpositivelearningattitudesarevitaltothem.Andanotherresearcherinvestigate150highschoolstudentsoflearningforeignlanguage,andalsofoundthatthelearners’ownfactorisacriticalreason,includinglearnerslearningattitude,learninginterestsandconfidence(Sheni,2012).AndanotherJapaneseresearchernamedAraiinvestigated33studentswhosemajorisEnglish,andtheyalsohavehighEnglishlevel.Andtheresultshowsthestudent’sfactoraccounted36.2%(Arai,2004).Itisshowedthatstudentslearninginterestsandconfidencearethemaininternalfactorsimpedingtheirlearningmotivation;researchernamedKojiamalsobelievedthatstudent’sfactorneedsfocusontheirlackofconfidenceorinterests,andthelearningenvironmentisaminorfactor(2004);However,Ikenofoundthatthestudents’factorsfocusontheirsenseofinferior(2002).Itissaidmanyastudentbelievethattheydonothavetheabilitytolearnsecondlanguagewellbecauseofsomeexternalfactorssuchasteachers’negativeremarks,failurelearningexperiences,learningfatiguepsychology.Thesenegativefeelingdirectlyorindirectlyleadtohavethedemotivationproblems.ThisresultisthesamewithLiang(2008).ButfromSakaandKikuchi(2009)investigation,itsaidthatstudents’learningattitudeisthemainfactor,anditdidnothingwithteachers’factorsandschool’sfacilities.Inaddition，afterLiresearched120collegestudents,italsoshowsthattheinternalfactor-studentsfactorsarelackofpositivelearningattitudeandconfidence(2004).Thisresultisthesameassomescholars(Hu&Cai,2012).Andsomeresearchersalsosurelyclaimedthatthedemotivationmayincludetwoaspects-intrinsicfactorandextrinsicfactor.Fromtheirview,intrinsicfactorcanbelackofconfidence,poorself-esteem,Englishlanguageanxietyandpoorevaluationaboutthemselves,whiletheextrinsicfactorsareteachers’teachingattitude,teachingmethod,teachingmaterials(Li&Tian,2011).Thesefactorscansurelyinfluencestudents’motivationtolargeextent.Moreover,ProfessorTangusedquestionnairetoinvestigatedemaotivationfactoramong277studentswhoarenon-Englishmajorsfromauniversity.Hefoundtenmainfactorsofdemotvationonlearning,forstudent’sfactors,itfocusonunsteadymotivation.Hence,tosumupthesefinding,theinternalfactor-students,itconcentrateonstudentslackofinterestandconfidence,negativeattitudetowardlearning,senseofinferiorandunsteadymotivation.Thesefactorssurelywillinfluencestudents’learningmotivation.3.SummaryFromtheaboveliteraturereviewed,itcanbeconcludedthoughthesestudieshavedifferentsubjectsandvariousbackgrounds,buttherearesomesimilarities:1)mostresearchersonlypaymuchattentiononstudent’positiveinfluenceofmotivationatthebeginning,thentheytransfertheirstudyaimstothedemotivationphenomenon;2)Mostresearchesusethemethodsofquestionnaires,compositionandinterviewtoconducttheinvestigationsandmostlysubjectsarestudents.3)Thoughhavingdifferentparticipants,suchasmiddleschoolstudents,highschoolstudentsorcollegestudents,thedemotivationexistsamongthem;4)Amongthosedemotivatingfactors,theteacherisanoutstandingfactor;5)theconnotationofdemotivationisexpanding:manyresearchersstartconcerningstudent’sinnerfactors,likeconfidenceorinterest,student’slearningattitude;ratheronlyemphasizetheteacher’saspect.Sowecanseethedemotivationcanchangeanddevelopconstantly,fromfocusingthedirectinfluenceofexternalfactortotheindirectinfluenceofinternalfactorondemotivationbecauseoftheexternalfactors.However,therearesomequestionsexpectingtosolve.Asmostofthestudiesareaboutthedemotivationofhighschoolormiddleschoollearnersorcollegestudentswhoarenon-Englishmajors,onlylittlestudyisondemotivationofEnglishmajors(Arai,2004).SodoesEnglish-majorshaveeverdemotivationproblem?Orwhat’stherelationbetweenamotivationanddemotivation?Andstudentshowtoimprovethecapabilitytoovercomedemotivation?Thesequestionsareworthyofgettingattentionfromresearchersforfurtherstudy.References[1]Arai,K.What“Demotivate”LanguageLearners:QualitativeStudyonDemotivationFactorsandLearners’Reactions[J].BulletinofToyoGakuenUniversity,2004(12):39-47.[2]Chambers,G.Takingthe“De”outofDemotivation[J].LanguageLearningJournal,1993(7):13-16[3]Christopel,D.M.,&Gorham,J.ATest-retestAnalysisofStudentMotivation,TeacherImmediacy