中等职业学校学生英语自主学习中动机因素研究
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摘要
现代教育的目标愈来愈倾向于人的能力的提高和全面素质的增强。信息化的时代，瞬息万变的社会已使在学校所接受的教育不可能受用终身。未来社会是一个继续学习的社会，一个要求人们必须终身受教育，不断自我发展与提高才能适应生存的社会，而终身教育又要求人们能够培养可以独立于教师和课堂的自主学习能力。同时，在当今信息化的时代，英语已成为我们接受世界信息的主要工具。因此，今天的教育，包括外语教学，必须提供终身制学习所需的自主学习能力。而中等职业学校的学生毕业后会面临更大的冲击和挑战，培养其英语自主学习能力就显得尤为重要和必要。长期以来，特别是近二十年来，国内外对自主学习的研究已取得长足进展，许多教育和心理学派都从自己的角度对自主学习问题作过深入的理论探讨，其中最具代表性的是Zimmerman的理论(庞为国，2001)。本研究以Zimmerman的理论为参照框架，对中等职业学校学生的英语自主学习中的动机因素进行了调查分析，旨在提出促进中等职业学校学生英语自主学习的有效方法。
本研究采取定量和定性相结合的研究方法，对河南省焦作市三所中等职业学校不同年级、不同专业的五百名学生进行了问卷调查，共收到有效答卷四百九十份，并运用SPSS软件对调查数据进行了相关和描述统计，结果发现：在中等职业学校学生的英语自主学习中，动机因素和自主学习中的其它三个因素(学习策略、意志、环境)呈强烈正相关，而且动机因素在各因素中起着更为重要的作用。作者又对动机因素中各成分进行了统计分析，发现在中等职业学校学生的英语自主学习中，动机因素各成分是以三对矛盾同时体现在学生身上：(1)学生期望能学好英语，然而他们的英语基础差和缺乏自信导致其学习无助感。(2)学生充分意识到英语学习的重要性，然而却不能将其所学到的英语知识运用到实践当中去。(3)学生英语学习技能差，然而他们却不会利用学习资源(主要指教师)去获得技能。这三对矛盾是中等职业学校学生在英语自主学习中动机因素的突出特点。
本文作者又和参加调查的三十名学生进行了面谈，分析了这三对矛盾产生的原因，并针对中等职业学校学生的英语学习动机特点，探讨了能有效激发其英语学习动机的策略，以便在中等职业学校的英语教学中有效促进学生的英语学习动机，实现其英语自主学习，为其将来走向社会打下良好的英语持续学习的基础。同时，作者针对本研究的地区局限性特点和自主学习中诸因素相关作用的特点，提出对于中等职业学校学生的英语自主学习还需进行更深的研究。
The goal of current education tends more and more to improve one's ability and strengthen one's overall quality. It is impossible for one to adapt to this changing society with the knowledge acquired at school. The future society is a continual learning society that requires people to learn throughout one's life. Meanwhile, English has become the most popular foreign language in China. Thus, in today's educational situation, including English teaching, students' self-regulated learning ability must be cultivated at school. For students at Secondary Vocational School, they will meet more challenges if they can not keep on learning English after graduation. So, it is necessary for them to learn how to take responsibility for their own learning at school so as to develop the ability to continue learning after they complete their formal education.
This study was based on Zimmerman's theory on self-regulated learning, examined the correlation between motivation and the other three components (strategy, volition, environment), the role that the motivational factors played and the characteristics that the motivational factors reflected on students in self-regulated English learning at Secondary Vocational School. The data was collected through survey questionnaire with 5-point Likert scale and computerized by SPSS. Correlational and descriptive statistics were used as the basis on which to produce the research questions.
The results of the study indicate that motivation is strongly correlated with the other three components and plays a larger role in self-regulated English learning at Secondary Vocational School. Moreover, the results of the study show three pairs of contradiction of motivational factors reflected on students at Secondary Vocational School: (1) Students expect to learn English well but their poor foundation and lacking of confidence lead to their learning helplessness. (2) Students can fully realize the importance of English but they cannot put what they are learning in class into practice. (3) Students have little skills on English learning but they do not know how to seek help from the learning resources. These three pairs of contradiction of motivational factors are the salient characteristics of students at Secondary Vocational School.
The study adopts qualitative and quantitative research to explore the motivation in self-regulated English learning at Secondary Vocational School. The research attempts
to find out more specific reasons causing these three pairs of contradiction and provides some recommendations according to students' characteristics and educational context with the aim of enhancing students' motivation for achieving their self-regulated English learning.
At the same time, the paper presents two reasons for further exploration.
本研究采取定量和定性相结合的研究方法，对河南省焦作市三所中等职业学校不同年级、不同专业的五百名学生进行了问卷调查，共收到有效答卷四百九十份，并运用SPSS软件对调查数据进行了相关和描述统计，结果发现：在中等职业学校学生的英语自主学习中，动机因素和自主学习中的其它三个因素(学习策略、意志、环境)呈强烈正相关，而且动机因素在各因素中起着更为重要的作用。作者又对动机因素中各成分进行了统计分析，发现在中等职业学校学生的英语自主学习中，动机因素各成分是以三对矛盾同时体现在学生身上：(1)学生期望能学好英语，然而他们的英语基础差和缺乏自信导致其学习无助感。(2)学生充分意识到英语学习的重要性，然而却不能将其所学到的英语知识运用到实践当中去。(3)学生英语学习技能差，然而他们却不会利用学习资源(主要指教师)去获得技能。这三对矛盾是中等职业学校学生在英语自主学习中动机因素的突出特点。
本文作者又和参加调查的三十名学生进行了面谈，分析了这三对矛盾产生的原因，并针对中等职业学校学生的英语学习动机特点，探讨了能有效激发其英语学习动机的策略，以便在中等职业学校的英语教学中有效促进学生的英语学习动机，实现其英语自主学习，为其将来走向社会打下良好的英语持续学习的基础。同时，作者针对本研究的地区局限性特点和自主学习中诸因素相关作用的特点，提出对于中等职业学校学生的英语自主学习还需进行更深的研究。
The goal of current education tends more and more to improve one's ability and strengthen one's overall quality. It is impossible for one to adapt to this changing society with the knowledge acquired at school. The future society is a continual learning society that requires people to learn throughout one's life. Meanwhile, English has become the most popular foreign language in China. Thus, in today's educational situation, including English teaching, students' self-regulated learning ability must be cultivated at school. For students at Secondary Vocational School, they will meet more challenges if they can not keep on learning English after graduation. So, it is necessary for them to learn how to take responsibility for their own learning at school so as to develop the ability to continue learning after they complete their formal education.
This study was based on Zimmerman's theory on self-regulated learning, examined the correlation between motivation and the other three components (strategy, volition, environment), the role that the motivational factors played and the characteristics that the motivational factors reflected on students in self-regulated English learning at Secondary Vocational School. The data was collected through survey questionnaire with 5-point Likert scale and computerized by SPSS. Correlational and descriptive statistics were used as the basis on which to produce the research questions.
The results of the study indicate that motivation is strongly correlated with the other three components and plays a larger role in self-regulated English learning at Secondary Vocational School. Moreover, the results of the study show three pairs of contradiction of motivational factors reflected on students at Secondary Vocational School: (1) Students expect to learn English well but their poor foundation and lacking of confidence lead to their learning helplessness. (2) Students can fully realize the importance of English but they cannot put what they are learning in class into practice. (3) Students have little skills on English learning but they do not know how to seek help from the learning resources. These three pairs of contradiction of motivational factors are the salient characteristics of students at Secondary Vocational School.
The study adopts qualitative and quantitative research to explore the motivation in self-regulated English learning at Secondary Vocational School. The research attempts
to find out more specific reasons causing these three pairs of contradiction and provides some recommendations according to students' characteristics and educational context with the aim of enhancing students' motivation for achieving their self-regulated English learning.
At the same time, the paper presents two reasons for further exploration.
引文
Ablard, K. E., & Rachelle E. L.(1998). Self-Regulated Learning in High-Achieving Students: Rations to Advanced Reasoning, Achievement Goals, and Gender. Journal of Educational Psychology, 90(1), 94-101.
Ames, C. & Jennifer A.(1988). Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes. Journal of Educational Psychology, 80(3), 260-267.
Benson, P. & Voller, P.(1992). Autonomy and Independence in Language Learning. London: Longman.
Butler, D.L.(1998). The strategic Content Learning Approach to Promoting Self-Regulated Learning: A Report of Three Studies. Journal of Educational Psychology, 90(4), 682-697.
Cook, V. (1993). Linguistics and Second Language Acquisition. London: Maonillan.
Crookes, G. & Schmidt, R.W. (1991). Motivation: Reopening the Research Agenda. Language Learning, 41 (4), 469-512.
Dickinson, L. (1995). Autonomy and Motivation: A Literature Review. System, 23(2), 165-174.
Deci, E.L., Ryan, R. M. & others(1991). Motivation and Education: The Self-determination Perspective. Educational Psychologist, 26, 325-346.
Dornyei, Z.(1990). Conceptualizing Motivation in Foreign-Language Learning. Language Learning,40(1),45-78.
------(1998). Motivation in Second and Foreign Language Learning. Language Teaching, 31,117-135.
Dweck, C. S. & Leggett, E. L. (1998). A Social-cognitive Approach to Motivation and Personality. Psychological Review, 95, 256-273.
Elbaum, B.E., Cynthia A. B. & David H. D. (1993). Previous Learning Experience, Strategy Beliefs, and Task Definition in Self-Regulated Foreign Language Learning. Contemporary Educational Psychology, 18, 318-336.
Garcia, T. & others. (1998). Modeling the Mediating Role of Volition in the Learning Process. Contemporary Educational Psychology, 23,392-418.
Johnstone, R. (1995) Research on Language Learning and Teaching: 1994.Language Teaching 28, 131-147.
Kuhl, J. (1985) Volitional Mediators of Cognition-behavior Consistency: Self-regulatory Processes and Action Versus State Orientation. New York: Springer-Berlag.
Littlewood, W. (1999). Defining and Developing Autonomy in East Asian Contexts. Applied Linguistics, 20 (1), 71-93.
Meece, J.L. & others. (1988). Students' Goal Orientations and Cognitive Engagement in Classroom Activities. Journal of Educational Psychology, 80(4), 514-523.
Narang M.& Arora V. (1996). Encyclopedia of Techniques of Teaching J.L. Kumar for Anmol Publications Pvt Ltd, New Delhi.
O'Malley, J.M. & Chamot, A.V. (1990). Learning Strategies in Second Language Acquisition. London: Macmillan.
Pintrich, P.R., & Elisabeth V. D.C. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
Pokay, P. & Phyllis C. B. (1990). Predicting Achievement Early and Late in the Semester: The Role of Motivation and Use of Learning Strategies. Journal of Educational Psychology, 82(1), 41-50.
Ramage, K.(1990). Motivational Factors and Persistence in Foreign Language Study. Language Learning, 40(2), 189-219.
Seliger, H.W. & Elana S. Second Language Research Methods. 上海外语教育出版社。
Reeve J., bolt & others (1990). Autonomy-Supportive Teachers: How They Teach and Motivate Students. Journal of Educational Psychology, 91(3),537-548.
Schunk,D.H.(1990). Goal Setting and Self-efficacy during Self-regulated Learning. Educational Psychologist, 25,71-86.
Somuncuoglu, Y. & Ali Y.(1999). Relationship Between Achievement Goal Orientations and Use of Learning Strategies. Journal of Educational Psychology, 92(5), 267-277.
Thanasoulas, D.(2002). What Is Learning Autonomy and How Can It Be Fostered? The Internet TESL Journal.
Warschauer, M. (2000). The Changing Global Economy and the Future of English Teaching. TESOL Quarterly, 34(3), 511-531.
Weiner, B.(1995). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92(4). 548-573.
Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice
Hall.
Williams, M. & Burden, R.L.(2000). Psychology for Language Teachers. Shanghai: Foreign Language Teaching and Research Press.
Winne, P.H. (1997). Experimenting to Bootstrap Self-Regulated Learning. Journal of Educational Psychology, 89(3), 397-410.
Zimmerman, B.J. (1986). Development of Self-regulated Learning: Which are Key Subprocess? Contemporary Educational Psycholoty, 16, 307-313.
Zimmerman, B.J. & Manuel M.P. (1988). Construct Validation of a Strategy Model of Student Self- regulated Learning. Journal of Educational Psychology, 80(3), 284-290.
------(1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82(1), 51-59.
Zimmerman, B.J. (1994). Dimensions of Academic Self-regulation: A Conceptual Framework for Education. Hillsdate, NJ: Erlbaam.
胡春洞 王才仁 外语教育心理学 [M]．广西教育出版社 1996
刘重庆 崔景贵 职业教育心理学 [M] 立信会计出版社 1998
庞维国 自主学习理论的新进展[J]华东师范大学学报 1999(3)：68-74论学生的自主学习 [J]华东师范大学学报 2001(2)：78-83
张亚玲 郭德俊 学习基础较差学生的学习动机与学习策略特点研究[J]首都师范大学学报 2001(3)：110-112
王立非 现代外语教学论[M] 上海教育出版社 2000
魏玉燕 促进学习者自主性：外语教学新概念[J] 外语界02(3)：8-14
Ames, C. & Jennifer A.(1988). Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes. Journal of Educational Psychology, 80(3), 260-267.
Benson, P. & Voller, P.(1992). Autonomy and Independence in Language Learning. London: Longman.
Butler, D.L.(1998). The strategic Content Learning Approach to Promoting Self-Regulated Learning: A Report of Three Studies. Journal of Educational Psychology, 90(4), 682-697.
Cook, V. (1993). Linguistics and Second Language Acquisition. London: Maonillan.
Crookes, G. & Schmidt, R.W. (1991). Motivation: Reopening the Research Agenda. Language Learning, 41 (4), 469-512.
Dickinson, L. (1995). Autonomy and Motivation: A Literature Review. System, 23(2), 165-174.
Deci, E.L., Ryan, R. M. & others(1991). Motivation and Education: The Self-determination Perspective. Educational Psychologist, 26, 325-346.
Dornyei, Z.(1990). Conceptualizing Motivation in Foreign-Language Learning. Language Learning,40(1),45-78.
------(1998). Motivation in Second and Foreign Language Learning. Language Teaching, 31,117-135.
Dweck, C. S. & Leggett, E. L. (1998). A Social-cognitive Approach to Motivation and Personality. Psychological Review, 95, 256-273.
Elbaum, B.E., Cynthia A. B. & David H. D. (1993). Previous Learning Experience, Strategy Beliefs, and Task Definition in Self-Regulated Foreign Language Learning. Contemporary Educational Psychology, 18, 318-336.
Garcia, T. & others. (1998). Modeling the Mediating Role of Volition in the Learning Process. Contemporary Educational Psychology, 23,392-418.
Johnstone, R. (1995) Research on Language Learning and Teaching: 1994.Language Teaching 28, 131-147.
Kuhl, J. (1985) Volitional Mediators of Cognition-behavior Consistency: Self-regulatory Processes and Action Versus State Orientation. New York: Springer-Berlag.
Littlewood, W. (1999). Defining and Developing Autonomy in East Asian Contexts. Applied Linguistics, 20 (1), 71-93.
Meece, J.L. & others. (1988). Students' Goal Orientations and Cognitive Engagement in Classroom Activities. Journal of Educational Psychology, 80(4), 514-523.
Narang M.& Arora V. (1996). Encyclopedia of Techniques of Teaching J.L. Kumar for Anmol Publications Pvt Ltd, New Delhi.
O'Malley, J.M. & Chamot, A.V. (1990). Learning Strategies in Second Language Acquisition. London: Macmillan.
Pintrich, P.R., & Elisabeth V. D.C. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
Pokay, P. & Phyllis C. B. (1990). Predicting Achievement Early and Late in the Semester: The Role of Motivation and Use of Learning Strategies. Journal of Educational Psychology, 82(1), 41-50.
Ramage, K.(1990). Motivational Factors and Persistence in Foreign Language Study. Language Learning, 40(2), 189-219.
Seliger, H.W. & Elana S. Second Language Research Methods. 上海外语教育出版社。
Reeve J., bolt & others (1990). Autonomy-Supportive Teachers: How They Teach and Motivate Students. Journal of Educational Psychology, 91(3),537-548.
Schunk,D.H.(1990). Goal Setting and Self-efficacy during Self-regulated Learning. Educational Psychologist, 25,71-86.
Somuncuoglu, Y. & Ali Y.(1999). Relationship Between Achievement Goal Orientations and Use of Learning Strategies. Journal of Educational Psychology, 92(5), 267-277.
Thanasoulas, D.(2002). What Is Learning Autonomy and How Can It Be Fostered? The Internet TESL Journal.
Warschauer, M. (2000). The Changing Global Economy and the Future of English Teaching. TESOL Quarterly, 34(3), 511-531.
Weiner, B.(1995). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92(4). 548-573.
Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice
Hall.
Williams, M. & Burden, R.L.(2000). Psychology for Language Teachers. Shanghai: Foreign Language Teaching and Research Press.
Winne, P.H. (1997). Experimenting to Bootstrap Self-Regulated Learning. Journal of Educational Psychology, 89(3), 397-410.
Zimmerman, B.J. (1986). Development of Self-regulated Learning: Which are Key Subprocess? Contemporary Educational Psycholoty, 16, 307-313.
Zimmerman, B.J. & Manuel M.P. (1988). Construct Validation of a Strategy Model of Student Self- regulated Learning. Journal of Educational Psychology, 80(3), 284-290.
------(1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82(1), 51-59.
Zimmerman, B.J. (1994). Dimensions of Academic Self-regulation: A Conceptual Framework for Education. Hillsdate, NJ: Erlbaam.
胡春洞 王才仁 外语教育心理学 [M]．广西教育出版社 1996
刘重庆 崔景贵 职业教育心理学 [M] 立信会计出版社 1998
庞维国 自主学习理论的新进展[J]华东师范大学学报 1999(3)：68-74论学生的自主学习 [J]华东师范大学学报 2001(2)：78-83
张亚玲 郭德俊 学习基础较差学生的学习动机与学习策略特点研究[J]首都师范大学学报 2001(3)：110-112
王立非 现代外语教学论[M] 上海教育出版社 2000
魏玉燕 促进学习者自主性：外语教学新概念[J] 外语界02(3)：8-14