艺术类学生英语学习动机及激发对策探究

毋庸置疑,动机是影响二语学习的最重要的因素之一。加拿大心理学家Gardner和Lambert于20世纪50年代首先开始外语学习动机的研究。在中国,有关外语学习动机的研究始于80年代,但动机研究仍然是一个相对新的领域,尤其是艺术类学生英语学习动机的研究甚少。鉴于此,本文作者采用问卷调查的方法对141名大连理工大学一年级新生及138名鲁迅美术学院大连校区一年级新生的英语学习动机进行了调查。调查旨在分析艺术类学生的英语学习动机,以探究动机激发策略。问卷调查结果输入电脑,采用SPSS软件进行了描述性分析、独立样本T检验和相关性分析。描述性分析、独立样本T检验分析结果表明,艺术类学生的英语学习动机与非艺术类学生英语学习动机相同,为工具性动机;然而,艺术类学生的动机强度远远低于非艺术类学生,两类学生存在明显的差异,因此艺术类学生的英语学习动机急需激发。相关性分析结果表明,动机强度与学习成绩呈密切正相关,动机强度与影响动机的变量紧密相关,动机变量对学习成绩亦有密切影响。基于上述调查结果,作者提出了一些动机激发策略,并运用动机激发策略进行实验,即将激发策略运用到课堂教学中,以验证其有效性。实验在两个班级,对照组和实验组中进行,共持续17周。学期结束时,两个班级介入了测试并在实验班进行了动机类型问卷调查。问卷调查结果说明实验班学生的融合性动机有所提高;测试结果表明实验班学生的成绩明显高于对照班学生的成绩。研究得出结论,动机激发策略能够有效地激发学生的学习动机。【关键词】：英语学习动机动机强度动机理论激发策略
【论文提纲】：摘要4-5Abstract5-10ChapterOneIntroduction10-171.1Background10-131.1.1Studiesonmotivationabroad10-111.1.2StudiesonmotivationinChina11-131.2Significanceoftheresearch13-161.2.1Thecomplexitiesofmotivation131.2.2Teachingexperiencewithartstudents13-141.2.3Theimportanceofmotivation14-161.3Overviewofthethesis16-17ChapterTwoOverviewoftheliteratureofmotivation17-372.1Definitionofmotivation17-182.1.1Definitionofmotivationingeneralsense172.1.2DefinitionofmotivationinL2learning17-182.2Classificationofmotivation18-202.2.1IntegrativeVs.instrumentalmotivation18-192.2.2ExtrinsicVs.intrinsicmotivation19-202.2.3Otherclassifications202.3Fourgeneralapproachestomotivation20-212.3.1Behioralapproachestomotivation20-212.3.2Humanisticapproachestomotivation212.3.3Cognitiveapproachestomotivation212.3.4Sociallearningapproachestomotivation212.4Motivationalmodelsinsecondlanguagelearning21-252.4.1Gardner'ssocio-educationalmodelofSLA22-232.4.2TremblayandGardner'sRevisedModelofSLL232.4.3Dornyei'sthree-levelcategorization23-252.5Someimportantmotivationtheories25-332.5.1Needtheory25-272.5.2Expectancy-valuetheory27-282.5.3Attributiontheory28-292.5.4Goaltheory29-302.5.5Self-efficacytheory30-312.5.6Feedbacktheory31-322.5.7Relevancetheory32-332.6Aframeworkformotivationalstrategies33-372.6.1Creatingthebasicmotivationalconditions332.6.2Generatinginitialmotivation33-352.6.3Maintainingandprotectingmotivation35-362.6.4Encouragingpositiveself-evaluation36-37ChapterThreeMethodology37-443.1Subjects373.2Instruments37-393.2.1Questionnaire37-393.2.2Test393.rocedures39-443.3.1PilotStudy393.3.2Procedureordatacollectionandanalysis39-403.3.3Experimentprocedures40-44ChapterFourDataanalysisandresults44-584.1Dataanalysisandresultsofthequestionnaire44-504.1.1Analysisofmotivationtypeofartstudents44-464.1.2Analysisofdifferenceofmotivationalintensitybetweennon-artstudentsandartstudents46-484.1.3Analysisofcorrelationsbetweenmotivationalintensityandachievement484.1.4Analysisofcorrelationsbetweenvariablesandmotivationalintensity48-494.1.5Analysisofcorrelationsbetweenvariablesandachievement49-504.2Stiulatingstrategiessuggestedfromtheanalysis50-564.2.1Cultivatingthebasicmotivationalconditions50-514.2.2Enhancinglearners'language-relatedvaluesandattitudes51-524.2.3Helpingstudentsattributecorrectly524.2.4Helpingstudentstoestablishanappropriategoal52-534.2.5Promotingstudents'self-efficacy53-544.2.6Supplyinginformativeandtimelyfeedback54-554.2.7Makingthecurriculumrelevantforthelearners55-564.3Dataanalysisandresultsoftheexperiment56-584.3.1Comparisonofthetwoquestionnaires564.3.2Achievementofthetwoclasses56-58ChapterFiveConclusions58-605.1Majorfindings585.2Implications58-595.3Limitationsofthestudy59-60参考文献60-63附录A大学生英语学习动机调查问卷63-66攻读硕士学位期间发表学术论文情况66-67Acknowledgement67-68