英语学习动机与成绩：一项相关性个案研究

摘要

动机是影响外语学习的最主要的因素之一。没有学习动机就无法达到长远的目标。正因为如此，对动机的研究受到了广泛的关注和极大的重视。 早在二十世纪五十年代，Gardner和Lambert就开始对动机进行研究。他们的研究将外语学习的动机划为两种：融入型动机和工具型动机。另一种划分则是将动机分为内在动机和外在动机。Deci和Ryan(1985)的自我决定论关注的就是被看作处于同一连续体的这两种动机。Bailey(1986)认为这两种角度把学习动机分成了内在融入型动机、外在融入动机、内在工具型动机和外在工具型动机四种。 在前人研究的基础上，本研究主要关注中国英语专业大学生的这四种学习动机，试图考察这四种学习动机与学习成绩的关系。 本研究采用了Gardner(1985)的动机量表，并结合中国大学生学习英语的特点做了适当的修改，对长江师范学院(重庆、涪陵)外国语言文学系英语专业一年级的154名新生进行了问卷调查和英语水平测试。问卷调查和测试收集的数据使用SPSS13.0进行了统计分析。相关分析用来调查英语学习动机与学习成绩的关系，并使用了数学公式来测试两两相关系数之间差异的显著性。 结果发现，这四种学习动机对学习成绩没有影响，这与以往的研究结果不太一致。然而，从研究中发现，学生对英语学习有较强烈的工具型动机。内在工具型动机与写作能力显著相关，外在工具型动机与听力、阅读和写作能力也为显著相关。外在工具型动机与阅读的相关系数明显强于内在工具型动机与阅读的相关系数；外在工具型动机与写作的相关系数也明显强于外在融入型动机与写作的相关系数。 研究的结果表明，很多中国英语专业大学生学习英语的动机主要是工具型的。有必要更多地关注和培养学生的内在动机。特别是，英语教师应该充分利用学生的工具型动机，引导学生培养对英语学习的内在动机。

目录

文摘

英文文摘

论文说明：List of Tables、List of Symbols

声明

Acknowledgements

Chapter One Introduction

1.1 Background

1.2 Significance of the Study

1.3 Organization of the Thesis

Chapter Two Literature Review on Motivation

2.1 Definitions of Motivation

2.2 Classifications of Motivation

2.2.1 Integrative Motivation vs.Instrumental Motivation

2.2.2 Intrinsic Motivation vs.Extrinsic Motivation

2.3 Theories of Motivation in Psychology

2.3.1 Expectancy-Value Theories

2.3.2 Goal Theories

2.3.3 Self-Determination Theory

2.3.4 Social Psychological Theories

2.4 Motivational Models in Second／Foreign Language Learning

2.4.1 Gardener’s Socio-Educational Model

2.4.2 Tremblay and Gardner’s Model of L2 Motivation

2.4.3 Schumann’s Neurobiological Model

2.4.4 Dornyei’s Three-level Categorization

2.4.5 Dornyei and Otto’s Process Model

2.5 Studies of L2 Learning Motivation in China

Chapter Three Research Question and Method

3.1 Research Question

3.2 Method

3.2.1 Subjects

3.2.2 Materials

3.2.3 Procedure

3.2.4 Data Collection and Analysis

Chapter Four Results and Discussion

4.1 Correlation Analyses between Motivation Types and Language Proficiency

4.2 Differences between Correlations of Motivation Types and General Proficiency

4.2.1 Language Proficiency and Motivation 1 vs.Language Proficiency and Motivation 2

4.2.2 Language Proficiency and Motivation 3 vs.Language Proficiency and Motivation 4

4.2.3 Language Proficiency and Motivation 1 vs.Language Proficiency and Motivation 3

4.2.4 Language Proficiency and Motivation 2 vs.Language Proficiency and Motivation 4

4.3 Differences between Correlations of Motivation Types and Listening

4.3.1 Listening and Motivation 1 vs.Listening and Motivation 2

4.3.2 Listening and Motivation 3 vs.Listening and Motivation 4

4.3.3 Listening and Motivation 1 vs.Listening and Motivation 3

4.3.4 Listening and Motivation 2 vs.Listening and Motivation 4

4.4 Differences between Correlations of Motivation Types and Reading

4.4.1 Reading and Motivation 1 vs.Reading and Motivation 2

4.4.2 Reading and Motivation 3 vs.Reading and Motivation 4

4.4.3 Reading and Motivation 1 vs.Reading and Motivation 3

4.4.4 Reading and Motivation 2 vs.Reading and Motivation 4

4.5 Differences between Correlations of Motivation Types and Writing

4.5.1 Writing and Motivation 1 vs.Writing and Motivation 2

4.5.2 Writing and Motivation 3 vs.Writing and Motivation 4

4.5.3 Writing and Motivation 1 vs.Writing and Motivation 3

4.5.4 Writing and Motivation 2 vs.Writing and Motivation 4

Chapter Five Conclusion

5.1 Findings of the Study

5.2 Implications of the study

5.3 Limitations

References

Appendix