Is Learning a Second Language a Means to an End?the Role Played by Perceived Autonomy Support in Students’ Motivation and Self-Regulation in Zimbabwe and China

摘要

本研究以教育心理学中经典的自我决定理论(SDT)为基础，采用定量的研究方法，来探讨使用英语作为第二语言学习者的自主支持、内在动机、外在动机、自我调节能力和自我调节能力之间的关系。研究招募的被试分别来自津巴布韦和中国的本科一年级学生617名，并考虑了英语和心理学两个不同的专业，施测了自主支持（学习自主量表）、动机（学术动机量表）和自我调节（动机学习策略问卷）三份问卷后，进行数据分析。两因素方差分析表明，国别和专业对自主支持、动机和自我调节有显著影响。津巴布韦的自我调节水平较高，而中国学生的自主学习支持较高。两个国家的动机和自主支持水平在大多数分量表上均呈正相关。回归分析还表明，自主支持、被试的国家和专业类别对内在动机有正向影响。本研究的研究结果有助于双语教师和教育工作者为学生创造一个尽可能少学业焦虑的课堂环境，以支持学习者自主学习英语的动机，打破语言学习障碍。

目录

声明

摘要

ABSTRACT

AKNOWLEDGEMENT

DEDICATION

Table of Content

CHAPTER 1 INTRODUCTION

1．2 STATEMENT OF THE PROBLEM

1．3 SIGNIFICANCE OF THE STUDY

1．4 RESEARCH OBJECTIVES

CHAPTER 2 LITERATURE REVIEW

2．1．2 TYPES OF MOTIVATION：ACADEMIC MOTIVATION SUBSCALES

2．2 AUTONOMY SUPPORT

2．3 SELF REGULATION

2．3．1 The need for autonomy-support in self-regulation

2．4 Why English Language Learning?

2．5 Second language learning and Culture

2．6 Education System and English language in Zimbabwe

2．7 Education system and English Language in China

2．8 KEY STUDIES

CHAPTER 3 METHODOLOGY

3．1 Participants

3．2 Measures

3．2．2 LEARNING CLIMATE SCALE (LCS)

3．2．3 LEARNING SELF-REGULATION QUESTIONNAIRE(SRQ-L)

3．3 DESIGN

3．5 Analysis

CHAPTER 4 RESULTS

4．1 TWO WAY ANOVA

CHAPTER 5 DISCUSSION

5．1 Self-Regulation between China and Zimbabwe

5．2 Motivation and Autonomy-Support between China and Zimbabwe

5．3 Motivation，Autonomy-support and Self-regulation between Majors

5．4 Relation between Autonomy-support and Motivation

5．5 Relation between Autonomy-support and Self-regulation

CHAPTER 6 CONCLUSION

6．3 LIMITATIONS OF THE STUDY

6．4 FUTURE RESEARCH

Bibliography

APPENDIX