非英语专业学生英语成绩与英语自我概念、成就动机的相关研究
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摘要
情感因素在二语习得过程的重要性已经为越来越多的研究者所关注。其中属于情感范畴的两个重要变量,自我概念和成就动机在语言教学领域已经引起研究者越来越多的重视。
自我概念指的是个体对自身的认识和评价。它对于英语学习者学习过程中趋向成功或避免失败的动机影响很大。但是,目前我国国内对于大学非英语专业学生的英语自我概念的研究很少,尤其是对与自我概念密切相关的成就动机及它们对外语学习成绩影响的综合性研究更少,这就使得我们无法全面了解导致外语学习者学习动机不强的消极自我概念因素,也就无法采取有效的方法帮助那些学习效率较低的学生提高他们英语学习成绩。
本研究包括两部分:第一部分是定量研究(问卷调查和英语期末考试成绩),第二部分是定性研究(个人访谈)。目的在于探讨以下五个方面的问题:1)英语自我概念在大学生英语学习中的重要作用;2)英语自我感念中各个分量对总体自我的预测力;3)英语自我概念和成就动机之间的相关关系;4)英语学业成绩与成就动机之间的相关关系;5)性别差异对学生英语自我概念、成就动机的影响。
对问卷和访谈进行数据分析的结果显示:第一,英语自我概念与英语成绩之间显著相关,两者相互作用,相互影响;第二,英语整体自我概念与各个分量自我概念相互作用。其中阅读、词汇与语法自我概念对非英语专业学生的整体自我概念影响最为显著;第三,学生英语自我概念对英语学习中追求成功或避免失败的动机影响很大。自我概念积极的学生倾向于追求学习上的成功与乐趣,而自我概念消极的学生倾向于躲避英语学习中可能遇到困难;第四,学生英语成绩与他们的成就动机相互作用。学生的成就动机会影响学习成绩,反过来学生过去的学习成绩也影响了他们以后的英语学习动机;第五,在男生和女生中,他们的自我概念和成就动机也有所不同。除了阅读自我概念以外,女生一般拥有较高的英语学习及听、说、写各方面的自我概念;在成就动机上,女生拥有较强的追求成功的学习动机,而在避免失败方面,男女生没有表现出明显区别。
本调查显示对非英语专业学生而言,其英语自我概念、成就动机与英语成绩三者之间存在相互影响、相互制约的循环关系。英语教师应该在情感教学理念指导下,更好的了解学生的英语自我概念的特征及其与成就动机的相互关系,以便于更好的激励学生,进而达到提高英语学习效果的成效。
The significance of affect in second language learning has caught many researchers' attention. Self-concept and achievement motivation, as two important variables in affect domain, are receiving more and more concerns in language teaching and learning field.
Self-concept is individual's self-perception and self-evaluation. It can cast great influence on learner's achievement motivation (motive to achieve success or motive to avoid failure), which may promote or impede academic achievements. Nevertheless, research into English self-concept of non-English majors in China is seldom conducted; even less is the comprehensive study on its correlation with learners' achievement motivation and English achievement, which would prevent teachers from finding out the reasons of learner's negative self-concept, hence cannot understand the reasons of weaker achievement motivation in English learning and cannot facilitate inefficient English learners to improve their English achievement.
The present paper consists of two parts: a quantitative study (questionnaires and an integrated English examination), and a qualitative study (interviews and journals), attempting to use empirical method to explore their correlations as well as their impacts on English achievement. Five issues are covered in the survey: 1) the important role of self-concept in university non-English majors' English learning; 2) the predicative powers of specific English self-concepts in global English self-concept; 3) the relationship between self-concept and achievement motivation; 4) the correlation between English achievement and achievement motivation; 5) the influence of gender difference on English self-concept and achievement motivation.
Analyses of the statistical data and interview questions yield the following findings: First, English self-concept correlates highly with English achievement among non-English majors. Second, global English self-concept and specific self-concepts mutually affect one another. Reading, vocabulary and grammar English self-concepts are the three more important components in global English self-concept. Third, English self-concept has great impact on achievement motivation. Students with positive English self-concept tend to pursue more success and derive pleasure from learning, while those with negative self-concept tend to avoid possible difficulties in their English learning. Fourth, reciprocal relation exists between English achievements and English learning motivation. Students' achievement motivation will affect their English learning, which in turn can cast great influence on their future English learning motivation. Fifth, compared with male learners, females have higher self-concept in all self-concept domains except for reading self-concept. Meanwhile, females possess stronger motivation to achieve success than male learners. But there is no obvious difference in their motivation to avoid failure.
All these findings suggest a circular relationship exists among non-English majors' English self-concept, achievement motivation and English achievements. These three variables mutually affect one another. With the guidance of affect teaching approach, English teachers should have a better understanding of the features of students' English self-concept and its correlation with achievement motivation and English achievement, so as to motivate students more effectively, bringing much more successful English learning.
自我概念指的是个体对自身的认识和评价。它对于英语学习者学习过程中趋向成功或避免失败的动机影响很大。但是,目前我国国内对于大学非英语专业学生的英语自我概念的研究很少,尤其是对与自我概念密切相关的成就动机及它们对外语学习成绩影响的综合性研究更少,这就使得我们无法全面了解导致外语学习者学习动机不强的消极自我概念因素,也就无法采取有效的方法帮助那些学习效率较低的学生提高他们英语学习成绩。
本研究包括两部分:第一部分是定量研究(问卷调查和英语期末考试成绩),第二部分是定性研究(个人访谈)。目的在于探讨以下五个方面的问题:1)英语自我概念在大学生英语学习中的重要作用;2)英语自我感念中各个分量对总体自我的预测力;3)英语自我概念和成就动机之间的相关关系;4)英语学业成绩与成就动机之间的相关关系;5)性别差异对学生英语自我概念、成就动机的影响。
对问卷和访谈进行数据分析的结果显示:第一,英语自我概念与英语成绩之间显著相关,两者相互作用,相互影响;第二,英语整体自我概念与各个分量自我概念相互作用。其中阅读、词汇与语法自我概念对非英语专业学生的整体自我概念影响最为显著;第三,学生英语自我概念对英语学习中追求成功或避免失败的动机影响很大。自我概念积极的学生倾向于追求学习上的成功与乐趣,而自我概念消极的学生倾向于躲避英语学习中可能遇到困难;第四,学生英语成绩与他们的成就动机相互作用。学生的成就动机会影响学习成绩,反过来学生过去的学习成绩也影响了他们以后的英语学习动机;第五,在男生和女生中,他们的自我概念和成就动机也有所不同。除了阅读自我概念以外,女生一般拥有较高的英语学习及听、说、写各方面的自我概念;在成就动机上,女生拥有较强的追求成功的学习动机,而在避免失败方面,男女生没有表现出明显区别。
本调查显示对非英语专业学生而言,其英语自我概念、成就动机与英语成绩三者之间存在相互影响、相互制约的循环关系。英语教师应该在情感教学理念指导下,更好的了解学生的英语自我概念的特征及其与成就动机的相互关系,以便于更好的激励学生,进而达到提高英语学习效果的成效。
The significance of affect in second language learning has caught many researchers' attention. Self-concept and achievement motivation, as two important variables in affect domain, are receiving more and more concerns in language teaching and learning field.
Self-concept is individual's self-perception and self-evaluation. It can cast great influence on learner's achievement motivation (motive to achieve success or motive to avoid failure), which may promote or impede academic achievements. Nevertheless, research into English self-concept of non-English majors in China is seldom conducted; even less is the comprehensive study on its correlation with learners' achievement motivation and English achievement, which would prevent teachers from finding out the reasons of learner's negative self-concept, hence cannot understand the reasons of weaker achievement motivation in English learning and cannot facilitate inefficient English learners to improve their English achievement.
The present paper consists of two parts: a quantitative study (questionnaires and an integrated English examination), and a qualitative study (interviews and journals), attempting to use empirical method to explore their correlations as well as their impacts on English achievement. Five issues are covered in the survey: 1) the important role of self-concept in university non-English majors' English learning; 2) the predicative powers of specific English self-concepts in global English self-concept; 3) the relationship between self-concept and achievement motivation; 4) the correlation between English achievement and achievement motivation; 5) the influence of gender difference on English self-concept and achievement motivation.
Analyses of the statistical data and interview questions yield the following findings: First, English self-concept correlates highly with English achievement among non-English majors. Second, global English self-concept and specific self-concepts mutually affect one another. Reading, vocabulary and grammar English self-concepts are the three more important components in global English self-concept. Third, English self-concept has great impact on achievement motivation. Students with positive English self-concept tend to pursue more success and derive pleasure from learning, while those with negative self-concept tend to avoid possible difficulties in their English learning. Fourth, reciprocal relation exists between English achievements and English learning motivation. Students' achievement motivation will affect their English learning, which in turn can cast great influence on their future English learning motivation. Fifth, compared with male learners, females have higher self-concept in all self-concept domains except for reading self-concept. Meanwhile, females possess stronger motivation to achieve success than male learners. But there is no obvious difference in their motivation to avoid failure.
All these findings suggest a circular relationship exists among non-English majors' English self-concept, achievement motivation and English achievements. These three variables mutually affect one another. With the guidance of affect teaching approach, English teachers should have a better understanding of the features of students' English self-concept and its correlation with achievement motivation and English achievement, so as to motivate students more effectively, bringing much more successful English learning.
引文
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[3]Bandura,A.Social foundations of thought and action:a social cognitive theory.Englewood Cliffs,NJ:Prentice-Hall,1986.
[4]Brown H.D.Principles of Language Learning and Teaching(3~(rd)ed.)Beijing:Foreign Language Teaching and Research Press,2002.
[5]Burns,R.B.Self-Concept Development and Education.London:Holt,Rinehart and Winston,1982.
[6]Byrne,B.M The general academic self-concept nomological network:A review of construct validation research.Review of Educational Research,1984,54:427-456.9.
[7]Byrne,B.M.Academic self-concept:Its structure,measurement and relation to academic achievement.1996a(In B.A.Braken(Ed.),Handbook of self-concept,New York:Wiley:287-316.)
[8]Cooley,C.Human nature and the social order New York:Scribner,1902.
[9]Craven,R.G.Enhancing academic self-concept:A large-scale longitudinal study in an educational setting.1996http://edweb.uws.edu.au/self/craven%20chapter2%
[10]Epstain,S.The stability of behavior:implications for psychological research.American Psychologist,1980,35:790-806.
[11]Hao Mei,Liu Meihua & Hao Ruoping.(郝玫,刘华梅,郝若平)An Empiracal Study on Anxiety and Motivation in English as a Foreign Language.Asian journal of English Language teaching,2004,14:89-104
[12]Hattie,J.& Marsh,H.W.Future direction in self-concept research,1996.(In Bracken,B(Ed.),Handbook of Self-Concept.Developmental,Social,and Clinical Considerations(pp,421-462),John Wiley & Sons,Inc)
[13]Hattie,J.Self-concept.Hillsdale,NJ:Erlbaum,1992,
[14]James,W.Principles of Psychology.Chicago:Encyclopedia Britannica,1890,2
[15]Krashen,S.Principles & Practice in Second Language Acquisition.Oxford:Pergamon Press,1982.
[16]Krashen,S.The Input Hypothesis:Issues and Implications.New York:Longman,1985.
[17]Lau,Yeung,Jin,P.,& Low,R.Toward a hierarchical,multidimensional English self-concept.Journal of Educational Psychology,1999,91:747-755.
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