非英语专业大学生外语学习动机与课堂参与研究
|
摘要
动机在外语学习中是最重要的学习者心理因素和个体差异之一，对外语学习的整个
过程乃至结果有着至关重要的影响。本文介绍了与外语学习有关的动机理论，认为动机
在学习者的课堂教学及课堂参与中起着很大的作用。然后采用问卷调查的方法，对动机
与学习者课堂参与的关系进行了研究。笔者发现不同类型的动机对学习者课堂参与的影
响也不相同。具有混合型动机的学生比外在型动机的学生在课堂参与方面更积极，课堂
焦虑感较低，而适当的课堂参与具有对混合型动机的学生影响更大。笔者并据此提出了
相应的建议。本文还存在一些不足之处，有待笔者今后进一步加深研究。
Motivation is on. of the most important aspects of learners'
psychological
facts and individual differences. It has significant influence on
the whole process
and the outcome of the foreign language learning, and also on the
classroom
learning and classroom participation.
The author firstly introduces some relevant foreign language
learning
motivation theories, then poses some hypotheses as to the
relationship between
motivation and learners' classroom participation and finally
tries to confirm the
hypotheses by a questionnaire. The result shows that different
kinds of motivation
have different effects on learners' classroom participation.
Learners with mixed
motivation (intrinsic motivation and extrinsic motivation) are
more active in
classroom activities than those with only extrinsic motivation.
They've got much
less classroom anxiety and consequently they have made much
greaten progress in
their study. On the other hand, appropriate classroom
participation has further
aroused the study interest of effect on those students with mixed
motivation. So the
research has confirmed to greater extent of the hypotheses.
And based on the research findings the author put forward some
suggestions at
the end of the paper aiming at helping motivate the students in
their foreign
language learning
过程乃至结果有着至关重要的影响。本文介绍了与外语学习有关的动机理论，认为动机
在学习者的课堂教学及课堂参与中起着很大的作用。然后采用问卷调查的方法，对动机
与学习者课堂参与的关系进行了研究。笔者发现不同类型的动机对学习者课堂参与的影
响也不相同。具有混合型动机的学生比外在型动机的学生在课堂参与方面更积极，课堂
焦虑感较低，而适当的课堂参与具有对混合型动机的学生影响更大。笔者并据此提出了
相应的建议。本文还存在一些不足之处，有待笔者今后进一步加深研究。
Motivation is on. of the most important aspects of learners'
psychological
facts and individual differences. It has significant influence on
the whole process
and the outcome of the foreign language learning, and also on the
classroom
learning and classroom participation.
The author firstly introduces some relevant foreign language
learning
motivation theories, then poses some hypotheses as to the
relationship between
motivation and learners' classroom participation and finally
tries to confirm the
hypotheses by a questionnaire. The result shows that different
kinds of motivation
have different effects on learners' classroom participation.
Learners with mixed
motivation (intrinsic motivation and extrinsic motivation) are
more active in
classroom activities than those with only extrinsic motivation.
They've got much
less classroom anxiety and consequently they have made much
greaten progress in
their study. On the other hand, appropriate classroom
participation has further
aroused the study interest of effect on those students with mixed
motivation. So the
research has confirmed to greater extent of the hypotheses.
And based on the research findings the author put forward some
suggestions at
the end of the paper aiming at helping motivate the students in
their foreign
language learning
引文
[1] Bailey, N, C. Madden, and S. Krashen.1974． Is There a Nature Sequence in Adult Second Language Learning[J]? Language Learning, 2
[2] Bialystok, E and M. Frohlich. 1977． aspects of second language learning in classroom Section[J] , Working Papers on Bilingualism, 13
[3] Bia1ystok, E, 1979 An Analytical View of Second Language Competence A Model and Some Evidence [J] , The Modern Language Journal, 63
[4] Bialystok,E.1981． Some Evidence for the Integrity and Interaction of Two Know-ledge Sources [M], Andersen (eds )
[5] Bialystok, E.1982． On the Relationship Between Knowing and Using Forms [J], Applied Linguistics 3
[6] Bialystok, E. 1984． Strategies in Interlanguage Learning and Performance [M] Davies and Criper (eds) ..
[7] Briere ,E. 1978． Variables Affecting Native Mexican Children's Learning Spanish as a Second Language[J], Language Learning, 28
[8] Brown, R..A. 1973． First Language: the Early Stages[M] Cambridge, Mass:Harvard
University Press
[9] Carroll, J. 1967． Foreign Language Proficiency Levels attained by Language Majors Near Graduation From College[J], Foreign Language Annusals , 1
[10] Chaudron, C.1988． Second Language Classrooms: Research on Teaching and Learning [M] Cambridge: Cambridge University Press
[11] Chihara, T . and J. Oiler. 1978． Attitude and Attained Proficiency Study of Adult Japanese Speakers [J], Language Learning , 28
[12] Clement ,R. and Kruidenier ,B. G. 1985． Aptitude, Attitude and Motivation in Second Language Proficiency :A Test of Clement's Model[J], Journal of Language and Social Psychology, 4
[13] Crookes ,G and R. Schmits . 1991,Motivation: Reopening the Research Agenda [J], Language Learning,41
[14] Day, R.1984． Student Participation in the ESL Classroom, or Some Imperfections of Practice [J], Language Learning, 34
[15] Deci Edward L. & Ryan Richard M. 1985． Intrinsic Motivation and Self-Determination in Human Behavior[M] .New York :plenum
[16] Dornyei,Z.1994． Motivation and Motivating in the Foreign Language Classroom [J], The Modern Language Journal, 3
[17] Dornyei, Z. 1994． Understanding L2 Motivation: On with the Challengel [J], The Modem Language Journal, 4
[18] Ellis,R. 1984． Can Syntax BeTaught?The Study of the Effects of Formal Instructions on the Acquisition of WH questions by Children[J], Applied Linguistics, 2
[19] Ellis,R. 1985, Understanding Second Language Acquisition[M],Oxford University Press
[20] Ellis, R. 1988． The Role of Practice in Classroom and Language Learning[J], AILA Review, 5
[21] Ellis, R. 1994． The Study of Second Language Acquisition [M] Oxford University Press,
[22] Ely. C .1986． An Analysis of Discomfort, Risktaking, Sociability, and Motivation in the L2 Classroom[J] , Language Learning, 36
[23] Fathman, A. 1975． The Relationship Between Age and Second Language Productive Ability[J], Language Learning,25
[24] Fathman, A. 1976 . Variables Affecting the Successful Learning of English as a Second Language [J], TESOL Quarterly, 10
[25] Gardner, R. and W. Lambert. 1972． Attitude and Motivation in Second Language Learning [M], Rowley, Mass: Newbury House
[26] Gardner, R.C. 1985． Social Psychology and Second Language Learning: The Role of Attitude and Motivation [M], London :Edward Arnold Publisher,
[27] Gardner,R.C& MacIntyre,P.D. 1993 .A. Student's Contributions to Second Language Learning Part II: Affective Variables [J], Language Learning, 1
[28] R.C. Gardner & P. F Tremblay. 1995． On Motivation, Research Agendas, and Theoretical Frameworks [J], The Modern Language Journal,3
[29] Gliskman L. 1976． Second Language Acquisition: The Efforts of Student Attitudes or Classroom Behavior [M] Unpublished MA thesis. University of Western Ontario
[30] Gliksman, L,R. Gardner and P Smythe . 1982,The Role of Integrative Motivation on Students Participation in the French Classroom [J], Canadian Modern Language Review, 38
[31] Hale, T and E Budar . 1970． Are TESOL Classes the Only Answer? [J] Modern Language Journal, 54
[32] Heckhausen ,H. 1991． Motivation and Action [M], Berlin: Springer-Verlang,
[33] Hermann, G. 1980． Attitudes and Success in Child's Learning of English as a Second Language: the Motivational vs. the Regulative Hypothesis [J],English language teaching Journal, 34
[34] Kimkerly,A,Holes,Orichard,Clement&Luc G.Pelletier,1999,Perceptionof Teachers Communicative Style and Students Intrinsic and Extrinsic Motivation[J], The Modern Language Journal, 83
[35] Krashen, S., H. Selinger , and D.Hantnett. 1974． Two Studies in Adult Second Language Learning[J],Kritikon Literature, 3
[36] Krashen , S. and H. Selinger. 1976． The Role of Formal and Informal Linguistic
Environments in Adult Second Language Learning[J], International zJourna of Psycholinguistics, 3
[37] Krashen,S,J Butler, R Birnbaum and J, Robertson. 1978． Two Studies in Language Acquisition and Language Learning[J],ITL:Review of Applied Linguistics,39-40
[38] Krashen, S. 1982, Principles and Practice in Second Language Acquisition [M] London :Pergamons
[39] Krashen , S. 1985． The Input Hypothesis : Issues and Implications [M] Long man : London,
[40] Lightbown ,P. ,N. Spada , and R Wallace. 1980． Some Effects of Instruction on Child Adolescent ESL Learners in Scarcella and Krashen (eds),
[41] Long ,M. 1983． Does Second Language Instruction Makes a Difference? A Review of the Research[J], TESOL Quarterly, 17
[42] Long ,M, and C. Sato. 1984． Classroom Foreign Talk Discourse: Forms and Functions of Teachers' Questioin3[M] Davies and Crisper (eds)
[43] Mason, C. 1971． The Relevance of Intensive Training in English as a Foreign Language for University Students [J], Language Learning,21
[44] Mclaughlin,B. 1978． The Monitor Model: Some Methodological Consideration[J], Language Learning, 28)
[45] McNamara, J,1993, Nurseries, Streets and Classrooms: Some Comparisons and deductions [J] , Modern Language Journal, 57
[46] Naiman, N, M Frohlich, H, Stern and A Todesco.1978． The Good LanguageLearner, Research in Education Series No. 7[M] Toronto :The Ontario Institute for Studies in Education
[47] Nickel, G. 1973． Aspects of Error Analysis and Grading [M] Svartivik (eds)
[48] Oxford ,R & Jill Shearin. 1994． Language Learning Motivation: Expanding in Theoretical Framework[J], The Modern Language Journal, 1
[49] Oxford , R. 1994． Where Are We Regarding Language Learning Motivation? [J].The Modren Language Journal,4
[50] Paul F. Tremblay & Robert C. Gardner. 1995． Expanding the Motivation Construct in Language Learning[J], The Modern Language Journal, 4
[51] Pienemamn, M. 1985． Learnability and Syllabus Construction [M] Hyltenstam and Pienemann (eds)
[52] Rivers,W,M. 1983． Speaking in Many Tongues [M], Cambridge University Press
[53] Rutherford, W, and M，Sharwood Smith. 1985． Consciousness Raising and Universal Grammar, Applied Linguistics, 6
[54] Selinger, H.1977． Does Practice Make Perfect? A Study of the Interaction Patterns and L2 competence [J], Language Learning, 27
[55] Selinger, H. 1979． On the Nature and Function of Language Rules and Language Teaching [J], TESOL Quarterly, 13
[56] Sharwood-Smith, M. 1981． Consciousness-raising and the Second Language Learner [J], Applied Linguistics, 2
[57] Sorace, A. 1985 .Met linguistic Knowledge and Language Use in Acquisition-Poor Environments [J], Applied Linguistics, 16
[58] Stevick ,E.1980． Teaching Languages: A way and Ways[M], Rowley, Mass: Newbury House:
[59] Strong.M. 1983． Social Styles and Second Language Acquisition of Spanish-Speaking Kingdergarteners[J], TESOL Quarterly, 17
[60] Strong M. 1984． Integrative Motivation: Cause or Result of Successful Second Language Acquisition? [J], Language Learning,34
[61] Upshur, J. 1968． Four Experiments on the Relation Between Foreign Language Teaching and Learning [J], Language Learning, 18
[62] Valdman. 1978 .A On the Relevance of the Pidginization-creolization Model For Second Language Learning[J], Studies in Second Language Acquisition, 1
[63] Williams, Marion and Burden, Robert L. 1997． Psychology for Language Teachers: A Social Constructivist Approach[M], Cambridge University Press
[64] 伯纳德·韦纳，1999，人类动机：比喻，理论和研究[M](孙焊明译)杭州： 浙江教育出版社
[65] J．P.查普林，T．P查普林，T．S克拉威克，1984，心理学的体系和理论[M]北京： 商务印书局
[66] 桂诗春，1985，心理语言学[M]上海外语教育出版社
[67] 冯梅，1995，理工科学生英语学习的心理状况调查--兼论四级统测对学生的 心理影响[J]，外语教学与研究，2
[68] 华惠芳，试论英语学习动机与策略的研究，外语界[J]，1998(3)
[69] 雷克奇，克拉奇菲尔德，利维森，1981，心理学纲要[M](周先庚，林传鼎、 张述祖等译)北京：文化教育出版社
[70] 廉洁，1998，制约学习策略的学习者因素[J]，外语与外语教学，6
[71] 马冬梅，1999，外语学习动机研究新发展及其对教学的指导意义[J]，江苏外 s 语教学研究，2
[72] 钱正福，1998，关于第二语言习得中动机的研究[J]，江苏外语教学研究，2
[73] 石永珍，2000，大学生英语学习动机调查报告[J]，国外外语教学，4
[74] 束定芳，庄智象，1996，现代外语教学一理论，实践与方法[M]上海外语教育 出版社
[75] 文秋芳，王海啸，1996，学习者因素与大学英语四级考试成绩的关系[J]，外语 教学与研究，4
[76] 阴国恩，李洪玉，李幼穗，1996，非智力因素及其培养[M]，杭州：浙江人民 出版社
[77] 张冬玉，1998，外语学习Motivation刍议[J]，外语与外语教学，10
[78] 张文鹏，1998，外语学习动力与策略运用之关系[J]，外语与外语教学，3
[79] 朱智贤，林崇德，1986，思维发展心理学[M]北京师范大学出版社
[2] Bialystok, E and M. Frohlich. 1977． aspects of second language learning in classroom Section[J] , Working Papers on Bilingualism, 13
[3] Bia1ystok, E, 1979 An Analytical View of Second Language Competence A Model and Some Evidence [J] , The Modern Language Journal, 63
[4] Bialystok,E.1981． Some Evidence for the Integrity and Interaction of Two Know-ledge Sources [M], Andersen (eds )
[5] Bialystok, E.1982． On the Relationship Between Knowing and Using Forms [J], Applied Linguistics 3
[6] Bialystok, E. 1984． Strategies in Interlanguage Learning and Performance [M] Davies and Criper (eds) ..
[7] Briere ,E. 1978． Variables Affecting Native Mexican Children's Learning Spanish as a Second Language[J], Language Learning, 28
[8] Brown, R..A. 1973． First Language: the Early Stages[M] Cambridge, Mass:Harvard
University Press
[9] Carroll, J. 1967． Foreign Language Proficiency Levels attained by Language Majors Near Graduation From College[J], Foreign Language Annusals , 1
[10] Chaudron, C.1988． Second Language Classrooms: Research on Teaching and Learning [M] Cambridge: Cambridge University Press
[11] Chihara, T . and J. Oiler. 1978． Attitude and Attained Proficiency Study of Adult Japanese Speakers [J], Language Learning , 28
[12] Clement ,R. and Kruidenier ,B. G. 1985． Aptitude, Attitude and Motivation in Second Language Proficiency :A Test of Clement's Model[J], Journal of Language and Social Psychology, 4
[13] Crookes ,G and R. Schmits . 1991,Motivation: Reopening the Research Agenda [J], Language Learning,41
[14] Day, R.1984． Student Participation in the ESL Classroom, or Some Imperfections of Practice [J], Language Learning, 34
[15] Deci Edward L. & Ryan Richard M. 1985． Intrinsic Motivation and Self-Determination in Human Behavior[M] .New York :plenum
[16] Dornyei,Z.1994． Motivation and Motivating in the Foreign Language Classroom [J], The Modern Language Journal, 3
[17] Dornyei, Z. 1994． Understanding L2 Motivation: On with the Challengel [J], The Modem Language Journal, 4
[18] Ellis,R. 1984． Can Syntax BeTaught?The Study of the Effects of Formal Instructions on the Acquisition of WH questions by Children[J], Applied Linguistics, 2
[19] Ellis,R. 1985, Understanding Second Language Acquisition[M],Oxford University Press
[20] Ellis, R. 1988． The Role of Practice in Classroom and Language Learning[J], AILA Review, 5
[21] Ellis, R. 1994． The Study of Second Language Acquisition [M] Oxford University Press,
[22] Ely. C .1986． An Analysis of Discomfort, Risktaking, Sociability, and Motivation in the L2 Classroom[J] , Language Learning, 36
[23] Fathman, A. 1975． The Relationship Between Age and Second Language Productive Ability[J], Language Learning,25
[24] Fathman, A. 1976 . Variables Affecting the Successful Learning of English as a Second Language [J], TESOL Quarterly, 10
[25] Gardner, R. and W. Lambert. 1972． Attitude and Motivation in Second Language Learning [M], Rowley, Mass: Newbury House
[26] Gardner, R.C. 1985． Social Psychology and Second Language Learning: The Role of Attitude and Motivation [M], London :Edward Arnold Publisher,
[27] Gardner,R.C& MacIntyre,P.D. 1993 .A. Student's Contributions to Second Language Learning Part II: Affective Variables [J], Language Learning, 1
[28] R.C. Gardner & P. F Tremblay. 1995． On Motivation, Research Agendas, and Theoretical Frameworks [J], The Modern Language Journal,3
[29] Gliskman L. 1976． Second Language Acquisition: The Efforts of Student Attitudes or Classroom Behavior [M] Unpublished MA thesis. University of Western Ontario
[30] Gliksman, L,R. Gardner and P Smythe . 1982,The Role of Integrative Motivation on Students Participation in the French Classroom [J], Canadian Modern Language Review, 38
[31] Hale, T and E Budar . 1970． Are TESOL Classes the Only Answer? [J] Modern Language Journal, 54
[32] Heckhausen ,H. 1991． Motivation and Action [M], Berlin: Springer-Verlang,
[33] Hermann, G. 1980． Attitudes and Success in Child's Learning of English as a Second Language: the Motivational vs. the Regulative Hypothesis [J],English language teaching Journal, 34
[34] Kimkerly,A,Holes,Orichard,Clement&Luc G.Pelletier,1999,Perceptionof Teachers Communicative Style and Students Intrinsic and Extrinsic Motivation[J], The Modern Language Journal, 83
[35] Krashen, S., H. Selinger , and D.Hantnett. 1974． Two Studies in Adult Second Language Learning[J],Kritikon Literature, 3
[36] Krashen , S. and H. Selinger. 1976． The Role of Formal and Informal Linguistic
Environments in Adult Second Language Learning[J], International zJourna of Psycholinguistics, 3
[37] Krashen,S,J Butler, R Birnbaum and J, Robertson. 1978． Two Studies in Language Acquisition and Language Learning[J],ITL:Review of Applied Linguistics,39-40
[38] Krashen, S. 1982, Principles and Practice in Second Language Acquisition [M] London :Pergamons
[39] Krashen , S. 1985． The Input Hypothesis : Issues and Implications [M] Long man : London,
[40] Lightbown ,P. ,N. Spada , and R Wallace. 1980． Some Effects of Instruction on Child Adolescent ESL Learners in Scarcella and Krashen (eds),
[41] Long ,M. 1983． Does Second Language Instruction Makes a Difference? A Review of the Research[J], TESOL Quarterly, 17
[42] Long ,M, and C. Sato. 1984． Classroom Foreign Talk Discourse: Forms and Functions of Teachers' Questioin3[M] Davies and Crisper (eds)
[43] Mason, C. 1971． The Relevance of Intensive Training in English as a Foreign Language for University Students [J], Language Learning,21
[44] Mclaughlin,B. 1978． The Monitor Model: Some Methodological Consideration[J], Language Learning, 28)
[45] McNamara, J,1993, Nurseries, Streets and Classrooms: Some Comparisons and deductions [J] , Modern Language Journal, 57
[46] Naiman, N, M Frohlich, H, Stern and A Todesco.1978． The Good LanguageLearner, Research in Education Series No. 7[M] Toronto :The Ontario Institute for Studies in Education
[47] Nickel, G. 1973． Aspects of Error Analysis and Grading [M] Svartivik (eds)
[48] Oxford ,R & Jill Shearin. 1994． Language Learning Motivation: Expanding in Theoretical Framework[J], The Modern Language Journal, 1
[49] Oxford , R. 1994． Where Are We Regarding Language Learning Motivation? [J].The Modren Language Journal,4
[50] Paul F. Tremblay & Robert C. Gardner. 1995． Expanding the Motivation Construct in Language Learning[J], The Modern Language Journal, 4
[51] Pienemamn, M. 1985． Learnability and Syllabus Construction [M] Hyltenstam and Pienemann (eds)
[52] Rivers,W,M. 1983． Speaking in Many Tongues [M], Cambridge University Press
[53] Rutherford, W, and M，Sharwood Smith. 1985． Consciousness Raising and Universal Grammar, Applied Linguistics, 6
[54] Selinger, H.1977． Does Practice Make Perfect? A Study of the Interaction Patterns and L2 competence [J], Language Learning, 27
[55] Selinger, H. 1979． On the Nature and Function of Language Rules and Language Teaching [J], TESOL Quarterly, 13
[56] Sharwood-Smith, M. 1981． Consciousness-raising and the Second Language Learner [J], Applied Linguistics, 2
[57] Sorace, A. 1985 .Met linguistic Knowledge and Language Use in Acquisition-Poor Environments [J], Applied Linguistics, 16
[58] Stevick ,E.1980． Teaching Languages: A way and Ways[M], Rowley, Mass: Newbury House:
[59] Strong.M. 1983． Social Styles and Second Language Acquisition of Spanish-Speaking Kingdergarteners[J], TESOL Quarterly, 17
[60] Strong M. 1984． Integrative Motivation: Cause or Result of Successful Second Language Acquisition? [J], Language Learning,34
[61] Upshur, J. 1968． Four Experiments on the Relation Between Foreign Language Teaching and Learning [J], Language Learning, 18
[62] Valdman. 1978 .A On the Relevance of the Pidginization-creolization Model For Second Language Learning[J], Studies in Second Language Acquisition, 1
[63] Williams, Marion and Burden, Robert L. 1997． Psychology for Language Teachers: A Social Constructivist Approach[M], Cambridge University Press
[64] 伯纳德·韦纳，1999，人类动机：比喻，理论和研究[M](孙焊明译)杭州： 浙江教育出版社
[65] J．P.查普林，T．P查普林，T．S克拉威克，1984，心理学的体系和理论[M]北京： 商务印书局
[66] 桂诗春，1985，心理语言学[M]上海外语教育出版社
[67] 冯梅，1995，理工科学生英语学习的心理状况调查--兼论四级统测对学生的 心理影响[J]，外语教学与研究，2
[68] 华惠芳，试论英语学习动机与策略的研究，外语界[J]，1998(3)
[69] 雷克奇，克拉奇菲尔德，利维森，1981，心理学纲要[M](周先庚，林传鼎、 张述祖等译)北京：文化教育出版社
[70] 廉洁，1998，制约学习策略的学习者因素[J]，外语与外语教学，6
[71] 马冬梅，1999，外语学习动机研究新发展及其对教学的指导意义[J]，江苏外 s 语教学研究，2
[72] 钱正福，1998，关于第二语言习得中动机的研究[J]，江苏外语教学研究，2
[73] 石永珍，2000，大学生英语学习动机调查报告[J]，国外外语教学，4
[74] 束定芳，庄智象，1996，现代外语教学一理论，实践与方法[M]上海外语教育 出版社
[75] 文秋芳，王海啸，1996，学习者因素与大学英语四级考试成绩的关系[J]，外语 教学与研究，4
[76] 阴国恩，李洪玉，李幼穗，1996，非智力因素及其培养[M]，杭州：浙江人民 出版社
[77] 张冬玉，1998，外语学习Motivation刍议[J]，外语与外语教学，10
[78] 张文鹏，1998，外语学习动力与策略运用之关系[J]，外语与外语教学，3
[79] 朱智贤，林崇德，1986，思维发展心理学[M]北京师范大学出版社