Tommy‘s Presentation.ppt

1、EFL Learners Motivational Variables & Classroom Behaviors relationships in BNUs Advanced English Reading ClassTommy Ho. Beijing Normal UniversityJuly 3rd, 2014,Outline,Context & Problems Literature Review Research Questions Research Design Data Analysis & Discussion Conclusion,Context & Problems,Adv

2、anced English Reading Class Textbook Reading: Teacher Explanation Supplementary Reading: Class Discussion Students Classroom Behaviors Inactive Slow in answering questions Not motivated,Literature Review,Motivation (Dornyei 3) a persons effort on it,Literature Review,Gardners (1985) “socio-education

3、al model” Integrated motivation Cognitive-situated Period: internal and external Dornyeis (1994a) three-level framework of L2 motivation Research Gap: From macro to micro: Classroom behaviors (Guilloteaux & Drnyei, 2008),Research Questions,(1). How do BNUs junior English majors view the different mo

4、tivational variables in Advanced English Reading Class? (2). What is the relationship between students views of these variables and their classroom behaviors?,Research Design, Classroom observation Of the ten informants (Time limit),Research Design - Questionnaire, Pilot study: 27 items 80 participa

5、nts 60 recycled Construct: Dornyeis (1994a) three-level framework of L2 motivation& behavioral Variables (Guilloteaux & Drnyei, 2008),Questionnaire Construct,Research Design - Questionnaire, Seven-point Likert-scale (Dornyei & Ushioda, 2011) Rate the items according to their degree of agreement from

6、 “-3” (strongly disagree) to “+3” (strongly agree) Scores are accordingly from 1 to 7.,Research Design - Interview,Ten informants, fifteen minutes each, transcription Interview Schedule Views about the motivational variables for AERC: e.g. Which facets of this class do you like? Why? Relationship be

7、tween motivational variables and classroom behaviors: e.g. Could you please give some suggestions to improve students behaviors?,Quantitative Data Analysis,Descriptive Statistics of Motivational Variables,Quantitative Data Analysis,Pearsons (P) Correlation Matrix for Levels,Quantitative Data Analysi

8、s,Pearsons (P) Correlation for Learning situation variables,Initial Conclusions, Most students hold negative attitude towardsmotivational variables of language level and learning situation level, but they are positive with the learner levels motivational variables. Students classroom behaviors are l

9、argely related to the level of learning situation.,Qualitative Data Analysis,Informants,Qualitative Data Analysis,Theme Condensation for Interviews,Qualitative Data Analysis, Class Objectives/Class Content Violating Students Expectations,Qualitative Data Analysis, Class Objectives/Class Content Viol

10、ating Students Expectations “ lessons objectives. I dont think it should be just learn some words, and certain expressions. I think this course should make us to read deeper, think deeper, and express deeper, and more complicated thoughts.” (Student A, personal communication, June 5, 2014),Qualitati

11、ve Data Analysis, Class Objectives/Class Content Violating Students Expectations Student I & Student J: The goal of learning “basic English skills or “a whole knowledge of the passage” are useful for their learning.,Qualitative Data Analysis, Inspiring but Imperfect Class Discussion Teachers Demotiv

12、ating Teaching Style and Lack of Interactions in Class Influential and Differentiating Group Norms in Different Groups,Conclusions,For course-specific motivational components AERCs objectives violate most students expectations The task of Class Discussion/Presentation does not involve all the class in reading and discussion because of its unclear task requirements and out-numbered group members For teacher-specific motivational components Teachers teaching style and teache