国内外二语负动机研究可视化对比分析(2008-2018)
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摘要
运用知识图谱可视化分析技术,采用折线图、关键词聚类和时间线图谱等方法,从总体发展趋势、研究热点、研究内容、文献期刊及发展前沿等维度,分别对46篇检索自EBSCO数据库和51篇中国知网收录的二语负动机期刊文献进行对比分析。研究发现:(1)国内外的二语负动机研究总体上受关注度较高,但发展不稳定,近期出现衰退趋势;(2)国外二语负动机研究内容具体、视角多样,而国内的研究视角单一;(3)国内外主流期刊对二语负动机的关注度较高;(4)国外对二语负动机的关注持续时间比国内的长。本研究结论将可以为国内未来的相关研究提供意见参考。
This paper adopts CiteSpace to review the 46 studies of L2 demotivation indexed in EBSCO and 51 ones included in CNKI in 2008-2018 at home and abroad respectively. The research hotspots and development trends are comparatively analyzed. The results reveal that(1) the research on L2 demotivation at home and abroad has received due attention, but featured with a unstable development and a recent recession;(2) L2 demotivation research abroad has more clusters, diverse in perspectives, specific in research content; in contrast, domestic research clusters are less;(3) foreign SSCI journals and domestic core journals published a higher proportion of the relevant literature, indicating due attention paid to this field by those journals;(4) the duration of attention paid to L2 demotivation abroad is longer than that in China. It is hoped that the results of this research could shed light on future research on L2 demotivation at home.
This paper adopts CiteSpace to review the 46 studies of L2 demotivation indexed in EBSCO and 51 ones included in CNKI in 2008-2018 at home and abroad respectively. The research hotspots and development trends are comparatively analyzed. The results reveal that(1) the research on L2 demotivation at home and abroad has received due attention, but featured with a unstable development and a recent recession;(2) L2 demotivation research abroad has more clusters, diverse in perspectives, specific in research content; in contrast, domestic research clusters are less;(3) foreign SSCI journals and domestic core journals published a higher proportion of the relevant literature, indicating due attention paid to this field by those journals;(4) the duration of attention paid to L2 demotivation abroad is longer than that in China. It is hoped that the results of this research could shed light on future research on L2 demotivation at home.
引文
[1] D觟rnyei, Z.,&Ushioda, E. Teaching and Researching:Motivation(2nd ed.)[M].Harlow:Longman,2010.
[2] Falout, J. Coping with Demotivation:EFL Learners'Remotivation Processes[J]. TESL-EJ, 2012, 16(3), 1-29.
[3] Falout, J., Elwood, J.,&Hood, M. Demotivation:Affective states and learning outcomes[J]. System, 2009, 37(3), 403-417.
[4] Ghadirzadeh, R., Hashtroudi, F. P.,&Shokri, O. Study of the Effective Factors on the University Students’Underachievement in English Language Learning[J].English Language Teaching, 2013, 6(11), 122-129.
[5] Jomairi, S. Demotivating factors in second language learning at State, Azad and Payam-Nour Universities[J].International Conference on Languages, Literature and Linguistics, 2011, 26, 300-303.
[6] Kim, T. Y.,&Kim, Y. K. Elderly Korean learners’participation in English learning through lifelong education:Focusing on motivation and demotivation[J].Educational Gerontology, 2015, 41(2), 120-135.
[7] Molavi, A., Biria, R.,&Chalak, A. Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners[J]. International Journal of Instruction,2018, 11(3), 347-362.
[8] Pourtoussi, Z., Ghanizadeh, A.,&Mousavi, V. A Qualitative In-Depth Analysis of the Determinants and Outcomes of EFL Teachers’Motivation and Demotivation[J]. International Journal of Instruction, 2018, 11(4), 175-190.
[9] Sakai, H.,&Kikuchi, K. An analysis of demotivators in the EFL classroom[J]. System, 2009, 37(1), 57-69.
[10] Tabatabaei, O.,&Molavi, A. Demotivating factors affecting EFL learning of Iranian seminary students[J].International Education Studies, 2012, 5(1), 181.
[11] Vefali, G. M.,&Ayan, H.覶.(De)Motivation in Preparatory EFL Classrooms[J]. Applied Language Learning, 2015, 25, 16-40.
[12] Wadho, S., Memon, S.,&Memon, R. A. Motivation to Learn English Language:A Survey on Parents’&Teachers’Influence on L2 Learners in Sindh, Pakistan[J]. Advances in Language and Literary Studies, 2016, 7(4), 253-258.
[13] Xaypanya, V., Ismail, S. A. M. M.,&Low, H. M.Demotivation Experienced by English as Foreign Language(EFL)Learners in the Lao PDR[J]. The AsiaPacific Education Researcher, 2017, 26(6), 361-368.
[14] Yi Tsang, S. Learning Japanese as a foreign language in the context of an American university:A qualitative and process-oriented study on de/motivation at the learning situation level[J]. Foreign Language Annals, 2012, 45(1),130-163.
[15]白倩,赵丽,张舒予.慕课的学习现状与反思———基于我国慕课学习者负动机影响因子的角度[J].现代教育技术, 2016, 26(12):65-71.
[16]崔广莹.克罗地亚汉语学习者去动机因素调查研究[J].语言教学与研究, 2013(5):19-26.
[17]丁安琪.来华留学生汉语学习动机强度变化分析[J].语言教学与研究, 2014(5):18-25.
[18]高越,张燕.英语学习动机减退影响因素在个体差异变量上的实证研究[J].考试与评价(大学英语教研版),2016(04):88-92.
[19]李池利.基于小组访谈的高中生英语学习负动机实证研究[J].教学与管理,2015(36):20-23.
[20]李成华,孙慧.大学英语学习动机衰退的影响因素研究[J].外国语文,2017, 33(5):123-128.
[21]刘春鱼.大学英语教学中学生学习动机退化问题与提高对策[J].教育理论与实践,2016, 36(3):61-62.
[22]苏琪.远程学习者外语学习动机衰竭与调节策略研究[J].外语界,2015,(2):53-60.
[23]徐琳.基于负动机的“SPOC+翻转课堂”教学模式构建[J].外语教学,2018,39(5):81-84.
[24]熊无昧,申荷永.动机衰竭与学业成绩的关系:自我效能感的中介效应———以开放教育英语专业学生为例[J].现代远距离教育,2016(05):24-30.
[25]俞玮奇.来华留学生汉语学习动机减退的影响因素研究[J].语言教学与研究,2013(3):24-31.
[26]于莹.远程网络教育英语学习者负动机因素与应对策略研究[J].中国电化教育,2012(9):48-53.
[27]周慈波,王文斌.大学英语学习者负动机影响因子调查研究[J].中国外语,2012,9(1):48-55.
[28]张哲.非英语专业大学生英语学习动机减退因素的研究[D].长春:吉林大学, 2007.
[2] Falout, J. Coping with Demotivation:EFL Learners'Remotivation Processes[J]. TESL-EJ, 2012, 16(3), 1-29.
[3] Falout, J., Elwood, J.,&Hood, M. Demotivation:Affective states and learning outcomes[J]. System, 2009, 37(3), 403-417.
[4] Ghadirzadeh, R., Hashtroudi, F. P.,&Shokri, O. Study of the Effective Factors on the University Students’Underachievement in English Language Learning[J].English Language Teaching, 2013, 6(11), 122-129.
[5] Jomairi, S. Demotivating factors in second language learning at State, Azad and Payam-Nour Universities[J].International Conference on Languages, Literature and Linguistics, 2011, 26, 300-303.
[6] Kim, T. Y.,&Kim, Y. K. Elderly Korean learners’participation in English learning through lifelong education:Focusing on motivation and demotivation[J].Educational Gerontology, 2015, 41(2), 120-135.
[7] Molavi, A., Biria, R.,&Chalak, A. Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners[J]. International Journal of Instruction,2018, 11(3), 347-362.
[8] Pourtoussi, Z., Ghanizadeh, A.,&Mousavi, V. A Qualitative In-Depth Analysis of the Determinants and Outcomes of EFL Teachers’Motivation and Demotivation[J]. International Journal of Instruction, 2018, 11(4), 175-190.
[9] Sakai, H.,&Kikuchi, K. An analysis of demotivators in the EFL classroom[J]. System, 2009, 37(1), 57-69.
[10] Tabatabaei, O.,&Molavi, A. Demotivating factors affecting EFL learning of Iranian seminary students[J].International Education Studies, 2012, 5(1), 181.
[11] Vefali, G. M.,&Ayan, H.覶.(De)Motivation in Preparatory EFL Classrooms[J]. Applied Language Learning, 2015, 25, 16-40.
[12] Wadho, S., Memon, S.,&Memon, R. A. Motivation to Learn English Language:A Survey on Parents’&Teachers’Influence on L2 Learners in Sindh, Pakistan[J]. Advances in Language and Literary Studies, 2016, 7(4), 253-258.
[13] Xaypanya, V., Ismail, S. A. M. M.,&Low, H. M.Demotivation Experienced by English as Foreign Language(EFL)Learners in the Lao PDR[J]. The AsiaPacific Education Researcher, 2017, 26(6), 361-368.
[14] Yi Tsang, S. Learning Japanese as a foreign language in the context of an American university:A qualitative and process-oriented study on de/motivation at the learning situation level[J]. Foreign Language Annals, 2012, 45(1),130-163.
[15]白倩,赵丽,张舒予.慕课的学习现状与反思———基于我国慕课学习者负动机影响因子的角度[J].现代教育技术, 2016, 26(12):65-71.
[16]崔广莹.克罗地亚汉语学习者去动机因素调查研究[J].语言教学与研究, 2013(5):19-26.
[17]丁安琪.来华留学生汉语学习动机强度变化分析[J].语言教学与研究, 2014(5):18-25.
[18]高越,张燕.英语学习动机减退影响因素在个体差异变量上的实证研究[J].考试与评价(大学英语教研版),2016(04):88-92.
[19]李池利.基于小组访谈的高中生英语学习负动机实证研究[J].教学与管理,2015(36):20-23.
[20]李成华,孙慧.大学英语学习动机衰退的影响因素研究[J].外国语文,2017, 33(5):123-128.
[21]刘春鱼.大学英语教学中学生学习动机退化问题与提高对策[J].教育理论与实践,2016, 36(3):61-62.
[22]苏琪.远程学习者外语学习动机衰竭与调节策略研究[J].外语界,2015,(2):53-60.
[23]徐琳.基于负动机的“SPOC+翻转课堂”教学模式构建[J].外语教学,2018,39(5):81-84.
[24]熊无昧,申荷永.动机衰竭与学业成绩的关系:自我效能感的中介效应———以开放教育英语专业学生为例[J].现代远距离教育,2016(05):24-30.
[25]俞玮奇.来华留学生汉语学习动机减退的影响因素研究[J].语言教学与研究,2013(3):24-31.
[26]于莹.远程网络教育英语学习者负动机因素与应对策略研究[J].中国电化教育,2012(9):48-53.
[27]周慈波,王文斌.大学英语学习者负动机影响因子调查研究[J].中国外语,2012,9(1):48-55.
[28]张哲.非英语专业大学生英语学习动机减退因素的研究[D].长春:吉林大学, 2007.