商务英语学习中的主观需求、态度和动机的实证研究
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摘要
学习者的个人差异因素，如自信、期待、态度和动机与语言学习成绩之间的关系一直都是普通英语作为外语／二语学习环境中动机理论研究的焦点。大量的理论和模型的建立也从各方面证实了学习者特征对于语言学习成绩的影响。然而，在特殊用途英语，或者具体的说，商务英语的学习领域中，相关的研究却并不多见。本研究的主要目的是通过研究另外一组语言学习者，主要是在校商务英语方向本科生，来证明当前普遍流行的动机理论在另一领域的普遍可行性，从而探索商务英语本科生的主观需求、态度、动机与商务英语成绩之间的关系。在已有相关理论的基础上，本研究提出了四个假设。主要的数据收集手段包括：商务英语本科生的各科期末考试成绩，问卷和结构化的访谈。回收有效问卷113份。访谈12人。研究的变量有自信心强度、期待值强度、态度和动机的类型。所采用的统计分析手段为相关性分析和描述性分析。相关性统计分析旨在证明普通英语环境下的动机理论在特殊用途英语领域中的普遍可行性和探索各变量与商务英语成绩之间的关系。描述性分析的目的是对商务英语本科生的语言学习具体主观需求进行探讨。
本研究主要的贡献和发现可概括为：首先，本文整理并总结了从1990年到2003年来主要的有关语言学习动机理论的研究和发现，以期使相关研究者或读者对动机理论领域的国内外近期研究发展有一定的了解。第二，正如在普通英语作为外语／二语学习环境中被证明的一样，商务英语本科生的自信心强度，期望值强度，对于学习环境的态度与商务英语成绩之间呈正相关的关系。第三，商务英语本科生的学习动机大多数是属于“职业动机”。外部动机的强度，或者说职业动机的强度与商务英语成绩之间也是正相关的关系。第四，由于商务英语学习的职业倾向特征，商务英语专业学生感兴趣的是诸如听说，口译或其它更有交际性的技能或课程。最后，在商务英语的学习过程中，大部分学生已经意识到了了解跨文化差别在国际商务活动中的重要性，但是却缺乏足够的了解。
本研究是建立在以在校的商务英语本科生为研究对象的一项实证研究，因此，其主要发现是英语作为外语／二语学习中的动机理论在特殊用途英语领域中的补充和延伸。从实际意义出发，本研究提供了最近十年来国内外语言学习动机理论研究发展的系统总结和概括；重点探讨了商务英语本科生的语言学习具体主观需
商务英语学习中的主观需求，态度和动机的实证研究
求，这是商务英语课程设置过程中需求分析的一个相当重要的部分;并就如何更
好地理解国际商务交际活动中的跨文化差异现象提出了建议。
在本研究的基础上，作者希望在商务英语教学的过程中，学习者的主观要求，
态度和动机能够得到充分的重视，从而提高商务英语学习的成绩。
Much research in GEFL or GESL settings centered on the correlations between individual difference measures such as self-confidence, expectancy, language attitudes, motivation and measures of language achievements and testified the influences of these individual differences on achievements, which consequently helped to create a number of models and theories. However, there is little consideration given to examine the relations in the setting of ESP, BE to be more specific. The major purposes of this study are to determine the generalization of the prevailing motivational theories to other group of learners by examining another sample of language learners, notably Business English majors learning Business English and to explore the correlations of BEMS' subjective needs, attitudinal variables, motivational variables and BE achievements. Based on the previous theories, the present study advances four hypotheses. A survey questionnaire is developed and completed by 113 BEMS from Business English Department in Hu
nan University. Structured interview are also adopted as a supplementary data-collection methods. Variables examined include self-confidence, expectancy, types of attitudes and motivation. Correlations analysis and descriptive analysis are employed to testify the generalization of the GEFL/ GESL motivational theories in BE setting, to explore the required correlations and to bring forward a clear picture of BEMS' specific subjective needs.
Major findings and contributions are: first, the main relevant researches and findings from 1990s to 2003 at home and abroad are systematically concluded and presented (see Appendix Bl, B2) to provide a clear picture about the development of and research on language learning motivation theories. Second, in the BEL context, BEMS' self-confidence intensity, expectancy intensity and attitudes towards the learning situations are positively correlated with BE achievements just as testified in the settings of GEFL or GESL. Third, in the BEL context, most learners seem to be vocationally motivated. Higher extrinsic motivations, vocational motivations are also significantly correlated with higher BE achievements. Fourth, BEMS tend to show preferences and enthusiasm to listening and speaking, interpretation or any other more communicative specific skills, which is determined by the vocational orientation of BEL. Finally, most BEMS have developed an awareness of cross-culture differences in
BEL process yet lacking in sufficient understandings.
The investigation is significant in two aspects. Theoretically, the present research is an empirical study on motivational theories by examining a sample of Business English Majors, therefore the findings in the present study are complements and extensions of motivational theories in the field of EFL. Practically, it provides researchers or readers a distinct developmental picture about recent language learning motivational theories at home and abroad, provides the teachers with a set of clear objectives related specially to BEMS' subjective needs that should be considered when designing courses or activities, gives a clear indication as to what language skills and specific professional communicative skills are generally required or wanted by BEMS, and suggests optimal approaches to establish understandings to cross-cultural differences.
Based on this research, I hope BEMS subjective needs, attitudes and motivations can be highlighted in BE teaching process to approach a higher BE achievements.
本研究主要的贡献和发现可概括为：首先，本文整理并总结了从1990年到2003年来主要的有关语言学习动机理论的研究和发现，以期使相关研究者或读者对动机理论领域的国内外近期研究发展有一定的了解。第二，正如在普通英语作为外语／二语学习环境中被证明的一样，商务英语本科生的自信心强度，期望值强度，对于学习环境的态度与商务英语成绩之间呈正相关的关系。第三，商务英语本科生的学习动机大多数是属于“职业动机”。外部动机的强度，或者说职业动机的强度与商务英语成绩之间也是正相关的关系。第四，由于商务英语学习的职业倾向特征，商务英语专业学生感兴趣的是诸如听说，口译或其它更有交际性的技能或课程。最后，在商务英语的学习过程中，大部分学生已经意识到了了解跨文化差别在国际商务活动中的重要性，但是却缺乏足够的了解。
本研究是建立在以在校的商务英语本科生为研究对象的一项实证研究，因此，其主要发现是英语作为外语／二语学习中的动机理论在特殊用途英语领域中的补充和延伸。从实际意义出发，本研究提供了最近十年来国内外语言学习动机理论研究发展的系统总结和概括；重点探讨了商务英语本科生的语言学习具体主观需
商务英语学习中的主观需求，态度和动机的实证研究
求，这是商务英语课程设置过程中需求分析的一个相当重要的部分;并就如何更
好地理解国际商务交际活动中的跨文化差异现象提出了建议。
在本研究的基础上，作者希望在商务英语教学的过程中，学习者的主观要求，
态度和动机能够得到充分的重视，从而提高商务英语学习的成绩。
Much research in GEFL or GESL settings centered on the correlations between individual difference measures such as self-confidence, expectancy, language attitudes, motivation and measures of language achievements and testified the influences of these individual differences on achievements, which consequently helped to create a number of models and theories. However, there is little consideration given to examine the relations in the setting of ESP, BE to be more specific. The major purposes of this study are to determine the generalization of the prevailing motivational theories to other group of learners by examining another sample of language learners, notably Business English majors learning Business English and to explore the correlations of BEMS' subjective needs, attitudinal variables, motivational variables and BE achievements. Based on the previous theories, the present study advances four hypotheses. A survey questionnaire is developed and completed by 113 BEMS from Business English Department in Hu
nan University. Structured interview are also adopted as a supplementary data-collection methods. Variables examined include self-confidence, expectancy, types of attitudes and motivation. Correlations analysis and descriptive analysis are employed to testify the generalization of the GEFL/ GESL motivational theories in BE setting, to explore the required correlations and to bring forward a clear picture of BEMS' specific subjective needs.
Major findings and contributions are: first, the main relevant researches and findings from 1990s to 2003 at home and abroad are systematically concluded and presented (see Appendix Bl, B2) to provide a clear picture about the development of and research on language learning motivation theories. Second, in the BEL context, BEMS' self-confidence intensity, expectancy intensity and attitudes towards the learning situations are positively correlated with BE achievements just as testified in the settings of GEFL or GESL. Third, in the BEL context, most learners seem to be vocationally motivated. Higher extrinsic motivations, vocational motivations are also significantly correlated with higher BE achievements. Fourth, BEMS tend to show preferences and enthusiasm to listening and speaking, interpretation or any other more communicative specific skills, which is determined by the vocational orientation of BEL. Finally, most BEMS have developed an awareness of cross-culture differences in
BEL process yet lacking in sufficient understandings.
The investigation is significant in two aspects. Theoretically, the present research is an empirical study on motivational theories by examining a sample of Business English Majors, therefore the findings in the present study are complements and extensions of motivational theories in the field of EFL. Practically, it provides researchers or readers a distinct developmental picture about recent language learning motivational theories at home and abroad, provides the teachers with a set of clear objectives related specially to BEMS' subjective needs that should be considered when designing courses or activities, gives a clear indication as to what language skills and specific professional communicative skills are generally required or wanted by BEMS, and suggests optimal approaches to establish understandings to cross-cultural differences.
Based on this research, I hope BEMS subjective needs, attitudes and motivations can be highlighted in BE teaching process to approach a higher BE achievements.
引文
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[2] Ramage K. Motivational Factors and Persistence in Foreign Language study. Language Learning, 1990, 40 (2): 189-219
[3] Drnyei, Z. Motivation and motivating in the foreign language classroom. Modern Language Journal, 1994, 78(2): 273-284
[4] Drnyei, Z. Motivation in second and foreign language learning. Language Teaching, 1998, 31(3): 117-135
[5] Crookes, G. & Schmidt, R. Motivation: Reopening the research agenda. Language Learning, 1991, 41 (4): 469-512.
[6] Gardner, R.C., Tremblay, P. F., & Masgoret, A-M.. Towards a Full Model of Second Language Learning: An Empirical Investigation. The Modern Language Journal, 1997, 81(3): 344-362
[7] Gao Yihong, Zhao Yuan and Cheng Ying et al. Motivation Types of Chinese College Undergraduates. Modern Foreign Language, 2003, 1:28-38
[8] Gao Yihong, Zhao Yuan and Cheng Ying et al. Relationships Between Motivation Types of Chinese College undergraduates and Self-identities. FLTA, 2002, 4:18-24
[9] Gui Shichun. Social-Psychological Analysis of Chinese English Majors. Modern Foreign Language, 1986, 1:1-13
[10] Wu Yi'an, Liu Runqing & Jeffery, et al. Survey Report of the Qualities of Chinese Undergraduates. Foreign Language Teaching and Research, 1993,1:36-46
[11] Wen Qiufang & Wang Haixiao. Relations Between Learner's Individual Differences and CET4 Achievements. Foreign Language Teaching and Research, 1996, 4: 33-39
[12] Wen Qiufang. Developmental patterns in motivation, beliefs and strategies of English learners in China. Foreign Language Teaching and Research, 2001, 2: 105-110
[13] Qin Xiaoqing& Wen Qiufang. Internal structure of EFL Motivation at the tertiary
level in China. Foreign Language Teaching and Research, 2002, 1: 51-58
[14] Zheng Lihua. Survey Analysis of French Majors' learning Motivations Modern Foreign Language, 1987, 1:56-64
[15] Zhang Wenpeng. Relations of foreign language learning motivations and uses of strategies. Foreign Language and Foreign Language Teaching, 1998, 3:25-27
[16] Shi Yongzheng. Survey Report of College English Learning Motivation. FLTA, 2000,4:8-11
[17] Wang Huili. Survey Report of Foreign Students' Attitudes to English Teaching and Learning, 2000, 4:12-15
[18] Yang Guojun. On the Enforcing Strategies of College English Learning Motivations. Foreign Language World, 2002, 3:27-31
[19] Wu Heping. A review of research on L2/ FL learners' motivation in the 1990. Foreign Language Teaching and Research. 2001, 2:116-121
[20] Hao Mei& Hao Ruoping. Research on the Relationship between English achievement and achievement motivation as well as anxiety state. Foreign Language Teaching and Reach, 2001, 2:111-115
[21] Liu, A. Y. The Individual Differences in Second Language Acquisition. In: Proceedings of the '98 International Conference on Teaching English at Tertiary Level in the Chinese Context. Beijing: Qing Hua University Press, 1998, 108-120
[22] Gardner, R.C.& P. D. MacIntyre. A student's contributions to second-language Learning. Part Ⅱ: Affective variables. Language Teaching, 1993, 26(1): 1-11
[23] Clement, R. Ethnicity, Contact and Communicative Competence in Second Language. In: Language: Social Psychological Perspectives. Oxford: Pergamon, 1980,147-154
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[26] Clement, R., Smythe, P. C. & Gardner, R. C. Social and individual factors in second language acquisition. Canadian Journal of Behavioral Science, 1980, 12,
293-302
[27] Wigfield, A. Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 1994, 6 (1), 49-78
[28] Bandura, A. Self-regulation of motivation through anticipatory and self-reactive mechanisms. In: Nebraska symposium on motivation 1990: Perspectives on motivation. Lincoln: University of Nebraska Press, 1991, 69-164
[29] Weiner, B. An attributional theory of motivation and emotion. New York: Springer-Verlag, 1986, 12-23
[30] Gordon, M.E. Attitudes and motivation in second language achievement: A study of primary school students learning English in Belize, Central America. Unpublished doctoral dissertation, University of Toronto, Canada. 1980 (referred to [22]).
[31] Muchnick, A. G. & Wolfe, D. E. Attitudes and Motivations of American Students of Spanish. Canadian Modern Language Review, 1982, 38(3): 262-281
[32] Deci, E. L. & Ryan, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985, 26
[33] Brindley G. Needs Analysis and objective setting in the Adult Migrant Education Program, Sydney: NSW Adult Migrant Education Service, 1984,65
[34] Berwick, R. Needs assessment in language programming: from theory to practice. In : The second language curriculum. Cambridge: Cambridge University Press. 1989,48-62
[35] Hutchinson T. and A. Waters. English for Specific Purpose - A learning-centered Approach. Cambridge: Cambridge University Press, 1987, 5-55
[36] David Nunan. The Learner-Centered Curriculum-a study in second language teaching. Cambridge: Cambridge University Press, 1988, 23-44
[37] Richards, J. The language teaching matrix. Cambridge: Cambridge University Press, 1992,12
[38] Ellis R. The Study of Second Language Acquisition. Oxford: Oxford University Press. 1994, 508-522
[39] Dudley-Evans, Tony. Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press, 1998, 121-125
[40] Robinson, P. ESP today. Prentice Hall. UK: Prentice Hall International (UK) 1td,
1991, 113
[41] Pak, A. W_P, Dion, K.L & Dion, K.K. Correlations of self-confidence with English among Chinese students in Toronto. Canadian Journal Behavioral Science, 1985, 17:369-378
[42] Tremblay, P. F., & Gardner, R.C. Expanding the motivation construct in language learning. Modern Language Journal, 1995, 79(4): 505-520
[43] Wigfield, A. & Eccles, J. S. The development of achievement task values: A theoretical analysis. Developmental Review, 1992, 12: 265-310
[44] Hilgard, E. R. & Atkinson R. C. Introduction to Psychology. New York: Harcourt Brace Jovanovich, 1975,523
[45] Stern, H. Fundamental Concepts of Language Teaching. Oxford University Press, 1983, 125
[46] Wenden, A. Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall, 1998, 52
[47] Gardner R. C. The Role of Attitudes and Motivation. London: Edward Arnold, 1985, 40-5O
[48] Masgoret, A-M. & Gardner, R. C. Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Language Learning, 2003, 53 (1): 123-163.
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[64] Oller, J., Baca, L.& Vigil, A. Attitudes and attained proficiency in ESL: a socio-linguistic study of Mexican Americans in the Southwest. TESOL Quaterly , 1977, 11: 173-183.
[65] Bian Yongwei. A Review of Research on L2 Learning Motivation and learners' Identity Construction. In: The social psychology of English learning by Chinese College Students. Beijing: Foreign Language Teaching And Research" Press, 2004, 1-24.
[2] Ramage K. Motivational Factors and Persistence in Foreign Language study. Language Learning, 1990, 40 (2): 189-219
[3] Drnyei, Z. Motivation and motivating in the foreign language classroom. Modern Language Journal, 1994, 78(2): 273-284
[4] Drnyei, Z. Motivation in second and foreign language learning. Language Teaching, 1998, 31(3): 117-135
[5] Crookes, G. & Schmidt, R. Motivation: Reopening the research agenda. Language Learning, 1991, 41 (4): 469-512.
[6] Gardner, R.C., Tremblay, P. F., & Masgoret, A-M.. Towards a Full Model of Second Language Learning: An Empirical Investigation. The Modern Language Journal, 1997, 81(3): 344-362
[7] Gao Yihong, Zhao Yuan and Cheng Ying et al. Motivation Types of Chinese College Undergraduates. Modern Foreign Language, 2003, 1:28-38
[8] Gao Yihong, Zhao Yuan and Cheng Ying et al. Relationships Between Motivation Types of Chinese College undergraduates and Self-identities. FLTA, 2002, 4:18-24
[9] Gui Shichun. Social-Psychological Analysis of Chinese English Majors. Modern Foreign Language, 1986, 1:1-13
[10] Wu Yi'an, Liu Runqing & Jeffery, et al. Survey Report of the Qualities of Chinese Undergraduates. Foreign Language Teaching and Research, 1993,1:36-46
[11] Wen Qiufang & Wang Haixiao. Relations Between Learner's Individual Differences and CET4 Achievements. Foreign Language Teaching and Research, 1996, 4: 33-39
[12] Wen Qiufang. Developmental patterns in motivation, beliefs and strategies of English learners in China. Foreign Language Teaching and Research, 2001, 2: 105-110
[13] Qin Xiaoqing& Wen Qiufang. Internal structure of EFL Motivation at the tertiary
level in China. Foreign Language Teaching and Research, 2002, 1: 51-58
[14] Zheng Lihua. Survey Analysis of French Majors' learning Motivations Modern Foreign Language, 1987, 1:56-64
[15] Zhang Wenpeng. Relations of foreign language learning motivations and uses of strategies. Foreign Language and Foreign Language Teaching, 1998, 3:25-27
[16] Shi Yongzheng. Survey Report of College English Learning Motivation. FLTA, 2000,4:8-11
[17] Wang Huili. Survey Report of Foreign Students' Attitudes to English Teaching and Learning, 2000, 4:12-15
[18] Yang Guojun. On the Enforcing Strategies of College English Learning Motivations. Foreign Language World, 2002, 3:27-31
[19] Wu Heping. A review of research on L2/ FL learners' motivation in the 1990. Foreign Language Teaching and Research. 2001, 2:116-121
[20] Hao Mei& Hao Ruoping. Research on the Relationship between English achievement and achievement motivation as well as anxiety state. Foreign Language Teaching and Reach, 2001, 2:111-115
[21] Liu, A. Y. The Individual Differences in Second Language Acquisition. In: Proceedings of the '98 International Conference on Teaching English at Tertiary Level in the Chinese Context. Beijing: Qing Hua University Press, 1998, 108-120
[22] Gardner, R.C.& P. D. MacIntyre. A student's contributions to second-language Learning. Part Ⅱ: Affective variables. Language Teaching, 1993, 26(1): 1-11
[23] Clement, R. Ethnicity, Contact and Communicative Competence in Second Language. In: Language: Social Psychological Perspectives. Oxford: Pergamon, 1980,147-154
[24] Clement, R. & Kruidenier, B. Orientations in second language acquisition: The effects of ethnicity, milieu and target language on their emergence. Language Learning, 1983, 33 (2): 273-291
[25] Clement, R., Dornyei, Z., & Noels, K.A. Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 1994, 44(4): 417-448.
[26] Clement, R., Smythe, P. C. & Gardner, R. C. Social and individual factors in second language acquisition. Canadian Journal of Behavioral Science, 1980, 12,
293-302
[27] Wigfield, A. Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 1994, 6 (1), 49-78
[28] Bandura, A. Self-regulation of motivation through anticipatory and self-reactive mechanisms. In: Nebraska symposium on motivation 1990: Perspectives on motivation. Lincoln: University of Nebraska Press, 1991, 69-164
[29] Weiner, B. An attributional theory of motivation and emotion. New York: Springer-Verlag, 1986, 12-23
[30] Gordon, M.E. Attitudes and motivation in second language achievement: A study of primary school students learning English in Belize, Central America. Unpublished doctoral dissertation, University of Toronto, Canada. 1980 (referred to [22]).
[31] Muchnick, A. G. & Wolfe, D. E. Attitudes and Motivations of American Students of Spanish. Canadian Modern Language Review, 1982, 38(3): 262-281
[32] Deci, E. L. & Ryan, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985, 26
[33] Brindley G. Needs Analysis and objective setting in the Adult Migrant Education Program, Sydney: NSW Adult Migrant Education Service, 1984,65
[34] Berwick, R. Needs assessment in language programming: from theory to practice. In : The second language curriculum. Cambridge: Cambridge University Press. 1989,48-62
[35] Hutchinson T. and A. Waters. English for Specific Purpose - A learning-centered Approach. Cambridge: Cambridge University Press, 1987, 5-55
[36] David Nunan. The Learner-Centered Curriculum-a study in second language teaching. Cambridge: Cambridge University Press, 1988, 23-44
[37] Richards, J. The language teaching matrix. Cambridge: Cambridge University Press, 1992,12
[38] Ellis R. The Study of Second Language Acquisition. Oxford: Oxford University Press. 1994, 508-522
[39] Dudley-Evans, Tony. Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press, 1998, 121-125
[40] Robinson, P. ESP today. Prentice Hall. UK: Prentice Hall International (UK) 1td,
1991, 113
[41] Pak, A. W_P, Dion, K.L & Dion, K.K. Correlations of self-confidence with English among Chinese students in Toronto. Canadian Journal Behavioral Science, 1985, 17:369-378
[42] Tremblay, P. F., & Gardner, R.C. Expanding the motivation construct in language learning. Modern Language Journal, 1995, 79(4): 505-520
[43] Wigfield, A. & Eccles, J. S. The development of achievement task values: A theoretical analysis. Developmental Review, 1992, 12: 265-310
[44] Hilgard, E. R. & Atkinson R. C. Introduction to Psychology. New York: Harcourt Brace Jovanovich, 1975,523
[45] Stern, H. Fundamental Concepts of Language Teaching. Oxford University Press, 1983, 125
[46] Wenden, A. Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall, 1998, 52
[47] Gardner R. C. The Role of Attitudes and Motivation. London: Edward Arnold, 1985, 40-5O
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