高中学生英语学习动机的调查研究
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摘要
动机被许多研究者认为是成功学习二语或外语的主要决定因素之一。国外对外语学习动机的研究始于五十年代,由加拿大的心理学家Gardner及Lambert发起。然而中国的动机研究始于20世纪80年代,开展较晚,大多数研究关注大学生的英语学习动机。在以前研究的基础上,本研究主要着眼于高中生的英语学习动机。研究目的是确定高中生的动机类型,探究高中学生英语学习动机的状况。同时,根据动机理论和本研究的发现,对如何激发与培养高中学生的英语学习动机提出建议.
本文作者在新都一中,新都二中和汉源二中做了一次问卷调查,从三校的六千多名学生中任意抽出470名学生作为此次调查的对象。作者以加德纳的问卷为蓝本,并根据中学生的实际情况进行了修改。作者采用Excel软件对所收集的数据进行了分析。调查结果如下:
1)与考试相关的目标是学生学习英语的主要动力,很少学生对英语语言和英语国家文化产生兴趣。而且学生自我效能感很低,他们常常将成功归因于外在因素。
2)高中学生的学习动机从高一到高三呈下降趋势。
3)不同语言水平的学生英语学习兴趣不同:好学生的内在动机强于差学生。
4)男生的学习兴趣和自我效能感总体上弱于女生。
基于上述研究成果和外语学习动机理论以及多年的教学经验,作者提出了激励中学生外语学习动机的若干建议。
Motivation is considered to be one of the main determining factors of success in learning a second language (L2) or a foreign language (FL).①Research on motivation for foreign language learning started in 1950s by Canadian psychologists, Gardner and Lambert. And the researches of motivation have been carried out in China since 1980s, and most studies focused on the motivation of college students. The present study is based on the previous studies with the focus on the English learning motivation of Senior high school students. The overall purpose is to identify the motivation types among English learners, explore the main motivational beliefs and problems that exist among senior high school students and provide suggestions on how to motivate senior high school students in English learning based on the motivation theories and the findings of the study.
The researcher administered a questionnaire on English learning motivation of senior high school students. A research is conducted in No.1 Middle School of Xindu , No.2 Middle School of Xindu and No.2 Middle School of Hanyuan, where 470 students are randomly chosen from over 6000 students. The questionnaire is modified time and again on the basis of Gardner’s ATMB. The results of the questionnaire was put into computer and analyzed by Excel. The results of the study are summed up as follows:
1)Examination-related goals are the main driving forces for students to exert effortful behavior; Only a few students feel it interesting to learn the English language and the culture of English speaking countries. Besides, the students have low sense of self-efficacy and many of them attribute their previous success to external factors
2) The development tendency of students' motivation shows a decline from Grade 1 to 3.
3) Students with different levels of language proficiency show different degree of English learning interest: High achievers have greater internal motivation than low achievers.
4) Female students have greater interest and higher self-efficacy than male students.
At last, the researcher puts forward several suggestions for motivating students in English learning, based on the study, motivational theories, and the researcher's teaching experience.
本文作者在新都一中,新都二中和汉源二中做了一次问卷调查,从三校的六千多名学生中任意抽出470名学生作为此次调查的对象。作者以加德纳的问卷为蓝本,并根据中学生的实际情况进行了修改。作者采用Excel软件对所收集的数据进行了分析。调查结果如下:
1)与考试相关的目标是学生学习英语的主要动力,很少学生对英语语言和英语国家文化产生兴趣。而且学生自我效能感很低,他们常常将成功归因于外在因素。
2)高中学生的学习动机从高一到高三呈下降趋势。
3)不同语言水平的学生英语学习兴趣不同:好学生的内在动机强于差学生。
4)男生的学习兴趣和自我效能感总体上弱于女生。
基于上述研究成果和外语学习动机理论以及多年的教学经验,作者提出了激励中学生外语学习动机的若干建议。
Motivation is considered to be one of the main determining factors of success in learning a second language (L2) or a foreign language (FL).①Research on motivation for foreign language learning started in 1950s by Canadian psychologists, Gardner and Lambert. And the researches of motivation have been carried out in China since 1980s, and most studies focused on the motivation of college students. The present study is based on the previous studies with the focus on the English learning motivation of Senior high school students. The overall purpose is to identify the motivation types among English learners, explore the main motivational beliefs and problems that exist among senior high school students and provide suggestions on how to motivate senior high school students in English learning based on the motivation theories and the findings of the study.
The researcher administered a questionnaire on English learning motivation of senior high school students. A research is conducted in No.1 Middle School of Xindu , No.2 Middle School of Xindu and No.2 Middle School of Hanyuan, where 470 students are randomly chosen from over 6000 students. The questionnaire is modified time and again on the basis of Gardner’s ATMB. The results of the questionnaire was put into computer and analyzed by Excel. The results of the study are summed up as follows:
1)Examination-related goals are the main driving forces for students to exert effortful behavior; Only a few students feel it interesting to learn the English language and the culture of English speaking countries. Besides, the students have low sense of self-efficacy and many of them attribute their previous success to external factors
2) The development tendency of students' motivation shows a decline from Grade 1 to 3.
3) Students with different levels of language proficiency show different degree of English learning interest: High achievers have greater internal motivation than low achievers.
4) Female students have greater interest and higher self-efficacy than male students.
At last, the researcher puts forward several suggestions for motivating students in English learning, based on the study, motivational theories, and the researcher's teaching experience.
引文
Arnold, J. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press, People’s Education Press, 2000.
Brown, H. D.“Affective Variables in Second Language Acquisition”, Language Learning, 23 (1973): 231-244.
- - -. Teaching by Principles: An Interactive Approach to Language Pedagogy.Beijing: Foreign Language Teaching and Research Press, 2001.
- - -. Principles of Language Learning and Teaching. (3rd ed.) Beijing: Foreign Language Teaching and Research Press, 2002.
Candy, P. C.. Self-direction for Lifelong Learning. San Francisco: Jossey-Bass, 1991.
Chambers, G. Motivating Language Learners. Clevedon: Multilingual Matters 1999.
Crookall, D.&R. Oxford.“Review Essay”, Language learning, 31(1998): 28-40.
Crookes, G. &Schmidt, R.“Motivation: Reopening the Research Agenda”, Language Learning, 41 (1991):469-512.
Deci, E. & Ryan, R. Intrinsic Motivation and Self-determination in Human Behavior. New York : Plenum, 1985.
Dorynei, Z.“Conceptualizing Motivation in Foreign Language Learning”. Language Learning, 40(1990): 45-78.
- - -.“Motivation and Motivation in the Foreign Language Classroom”. Modern Language Learning, 3 (1994): 273-284.
- - -.“Motivation in Second and Foreign Language Learning”. Language Teaching, 11 (1998): 31-33.
- - -. Teaching and Researching Motivation. London: Pearson Education, 2001.
- - -.“Attitudes, Orientations, and Motivations in Language learning: Advances in Theory, Research and application”. Language Learning, 11(2003):28-29.
Ellis, R. Second Language Acquisition. Oxford: oxford university press , 1997. - - -. The study of second language acquisition. Shanghai: Shanghai Foreign Language Educational Press,1999
Gardner, R.C. Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold, 1985.
Gardner, R. C. & P. D. MacIntyre.“A Student’s Contributions to Second Language Learning”. Language Learning, 26 ( 1993): 1-11
- - -.“On the Measurement of Affective Variables in Second Language Learning”. Language learning, 43( 1993): 157-194.
Gardner, R. C.“The Socio-educational Model of Second Language Learning: Assumptions, Findings, and Issues”. Language Learning, 38 (1998): 101-126.
Gottfried, A.“Relationships between academic intrinsic motivation and anxiety in children and young adolescents”. Journal of School Psychology, 20(1982):205-215.
Harmer, J. How to Teach English. Beijing: Foreign Language Teaching and Research Press, 2000.
Long, M. H. and P, Porter.“Group work, interlanguage talk and second language acquisition”. TESOL Quarterly, 19.2 (1985) : 207-228.
MacInlyre, P. D. & R. C. Gardner.“Language Anxiety: It’s Relation to other and to Processing in Native and Second Languages”, Language Learning,41(1991): 513-534.
Norris-Holt, J.“Motivation as a Contributing Factor in Second Language Acquisition”, The Internet TESOL Journal, 6(2001 ): l-6.
Nunan, D.. Scond Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press, 2001a.
- - -. The Lerner-Centred Curriculum: A study in second language teaching. Shanghai: Shanghai Foreign Language Education Press, 2001b.
Oxford, R. & Shearin, J.“Language Learning Motivation: Expanding the Theoretical Framework”, Modern Language Journal, 78(1994):12-28
Paul, Davies, and Eric, Pearse. Success in English Teaching. Shanghai: Shanghai Foreign Language Education Press, 2002.
Pintrich, P.R. &Schunk, D.H. Motivation in Education. New Jersey: Prentice-Hall, 1996.
Rao Huijuan.“Chinese Students' Perceptions of Communicative and Non-communicative Activities in EFL Classroom”,System, 30(2002): 85-105
Richards, Jack, John Platt & Heidi Platt. Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press, 2002.
Schunk, D. H.“Goal setting and self-efficacy during self-regulated learning”, Educational Psychology, 25(1990):71-86.
Weiner, B. Human Motivation: Metaphors, Theories and Research. Sage, Newbury Park, CA, 1992.
Williams, Marion. & Robert L. Burden. Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press, People’s EducationPress,2000.
Wen Qiufang. Applied Linguistics: Research Methods and Thesis Writing, Shanghai: Shanghai Foreign Language Education Press, 2001.
戴孟财,何琼.第二语言学习动机研究:存在的问题及发展趋势.国外外语教学2003, (2): 8-12.
高一虹,赵媛,程英,周燕.大学本科生英语学习动机类型与自我认同变化的关系.国外外语教学. 2002, (4): 18-24.
- - -.中国大学本科英语学习动机类型.现代外语. 2003a, (1): 28-38.
- - -.英语学习动机类型与动机强度的关系——读大学本科生的定量考察. 外语研究. 2003 b, (1): 60-64.
- - -.英语学习动机强度与自我认同变化.外语与外语教学. 2003c, (5): 25-38.
高一虹.英语学习动机与自我认同变化—对本科生的定量考察.北京:外语教学与研究出版社,2004.
桂诗春.我国英语专业学生社会心理分析.现代外语.1986 (1): 23-25.
华惠芳.试论英语学习动机问题的几点思考.外语界. 1998, (3): 44-47.
刘润清.外语教学中的科研方法.北京:外语教学与研究出版社,1999.
- - -.英语教育研究.北京:外语教学与研究出版社,2004.
潘华凌.英语专业学生的学习动机研究.宜春学院学报. 2006, (2): 28-32.
秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构.外语教学与研究. 2002, (1): 51-57.
秦晓晴.大学生外语学习归因倾向及其对归因现象的理解.现代外语. 2002, (1): 21-26.
- - -.动机理论研究及其对外语学习的意义.外语研究. 2002, (4): 74-79.
王初明.中国学生的外语学习模式.外语教学与研究. 1989, (4): 35-39.
文秋芳,王海啸.学习者因素与大学英语四级考试成绩的关系.外语教学以研究. 1996, (4): 55-60.
文秋芳.英语学习者动机、观念、策略的变化规律与特点.外语教学以研究. 2001, (2): 105-110.
文秋芳.应用语言学研究方法与论文写作.北京:外语教学与研究出版社, 2004.
冼吉昌.情感智力与语言学习.外语与外语教学. 1999, (9): 32-37.
朱纯.外语教学心理学.上海:上海外语教育出版社,2000.
张大均.教育心理学.北京:人民教育出版社,1999.
中华人民共和国教育部制订.英语课程标准.北京:北京师范大学出版. 2001.
Brown, H. D.“Affective Variables in Second Language Acquisition”, Language Learning, 23 (1973): 231-244.
- - -. Teaching by Principles: An Interactive Approach to Language Pedagogy.Beijing: Foreign Language Teaching and Research Press, 2001.
- - -. Principles of Language Learning and Teaching. (3rd ed.) Beijing: Foreign Language Teaching and Research Press, 2002.
Candy, P. C.. Self-direction for Lifelong Learning. San Francisco: Jossey-Bass, 1991.
Chambers, G. Motivating Language Learners. Clevedon: Multilingual Matters 1999.
Crookall, D.&R. Oxford.“Review Essay”, Language learning, 31(1998): 28-40.
Crookes, G. &Schmidt, R.“Motivation: Reopening the Research Agenda”, Language Learning, 41 (1991):469-512.
Deci, E. & Ryan, R. Intrinsic Motivation and Self-determination in Human Behavior. New York : Plenum, 1985.
Dorynei, Z.“Conceptualizing Motivation in Foreign Language Learning”. Language Learning, 40(1990): 45-78.
- - -.“Motivation and Motivation in the Foreign Language Classroom”. Modern Language Learning, 3 (1994): 273-284.
- - -.“Motivation in Second and Foreign Language Learning”. Language Teaching, 11 (1998): 31-33.
- - -. Teaching and Researching Motivation. London: Pearson Education, 2001.
- - -.“Attitudes, Orientations, and Motivations in Language learning: Advances in Theory, Research and application”. Language Learning, 11(2003):28-29.
Ellis, R. Second Language Acquisition. Oxford: oxford university press , 1997. - - -. The study of second language acquisition. Shanghai: Shanghai Foreign Language Educational Press,1999
Gardner, R.C. Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold, 1985.
Gardner, R. C. & P. D. MacIntyre.“A Student’s Contributions to Second Language Learning”. Language Learning, 26 ( 1993): 1-11
- - -.“On the Measurement of Affective Variables in Second Language Learning”. Language learning, 43( 1993): 157-194.
Gardner, R. C.“The Socio-educational Model of Second Language Learning: Assumptions, Findings, and Issues”. Language Learning, 38 (1998): 101-126.
Gottfried, A.“Relationships between academic intrinsic motivation and anxiety in children and young adolescents”. Journal of School Psychology, 20(1982):205-215.
Harmer, J. How to Teach English. Beijing: Foreign Language Teaching and Research Press, 2000.
Long, M. H. and P, Porter.“Group work, interlanguage talk and second language acquisition”. TESOL Quarterly, 19.2 (1985) : 207-228.
MacInlyre, P. D. & R. C. Gardner.“Language Anxiety: It’s Relation to other and to Processing in Native and Second Languages”, Language Learning,41(1991): 513-534.
Norris-Holt, J.“Motivation as a Contributing Factor in Second Language Acquisition”, The Internet TESOL Journal, 6(2001 ): l-6.
Nunan, D.. Scond Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press, 2001a.
- - -. The Lerner-Centred Curriculum: A study in second language teaching. Shanghai: Shanghai Foreign Language Education Press, 2001b.
Oxford, R. & Shearin, J.“Language Learning Motivation: Expanding the Theoretical Framework”, Modern Language Journal, 78(1994):12-28
Paul, Davies, and Eric, Pearse. Success in English Teaching. Shanghai: Shanghai Foreign Language Education Press, 2002.
Pintrich, P.R. &Schunk, D.H. Motivation in Education. New Jersey: Prentice-Hall, 1996.
Rao Huijuan.“Chinese Students' Perceptions of Communicative and Non-communicative Activities in EFL Classroom”,System, 30(2002): 85-105
Richards, Jack, John Platt & Heidi Platt. Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press, 2002.
Schunk, D. H.“Goal setting and self-efficacy during self-regulated learning”, Educational Psychology, 25(1990):71-86.
Weiner, B. Human Motivation: Metaphors, Theories and Research. Sage, Newbury Park, CA, 1992.
Williams, Marion. & Robert L. Burden. Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press, People’s EducationPress,2000.
Wen Qiufang. Applied Linguistics: Research Methods and Thesis Writing, Shanghai: Shanghai Foreign Language Education Press, 2001.
戴孟财,何琼.第二语言学习动机研究:存在的问题及发展趋势.国外外语教学2003, (2): 8-12.
高一虹,赵媛,程英,周燕.大学本科生英语学习动机类型与自我认同变化的关系.国外外语教学. 2002, (4): 18-24.
- - -.中国大学本科英语学习动机类型.现代外语. 2003a, (1): 28-38.
- - -.英语学习动机类型与动机强度的关系——读大学本科生的定量考察. 外语研究. 2003 b, (1): 60-64.
- - -.英语学习动机强度与自我认同变化.外语与外语教学. 2003c, (5): 25-38.
高一虹.英语学习动机与自我认同变化—对本科生的定量考察.北京:外语教学与研究出版社,2004.
桂诗春.我国英语专业学生社会心理分析.现代外语.1986 (1): 23-25.
华惠芳.试论英语学习动机问题的几点思考.外语界. 1998, (3): 44-47.
刘润清.外语教学中的科研方法.北京:外语教学与研究出版社,1999.
- - -.英语教育研究.北京:外语教学与研究出版社,2004.
潘华凌.英语专业学生的学习动机研究.宜春学院学报. 2006, (2): 28-32.
秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构.外语教学与研究. 2002, (1): 51-57.
秦晓晴.大学生外语学习归因倾向及其对归因现象的理解.现代外语. 2002, (1): 21-26.
- - -.动机理论研究及其对外语学习的意义.外语研究. 2002, (4): 74-79.
王初明.中国学生的外语学习模式.外语教学与研究. 1989, (4): 35-39.
文秋芳,王海啸.学习者因素与大学英语四级考试成绩的关系.外语教学以研究. 1996, (4): 55-60.
文秋芳.英语学习者动机、观念、策略的变化规律与特点.外语教学以研究. 2001, (2): 105-110.
文秋芳.应用语言学研究方法与论文写作.北京:外语教学与研究出版社, 2004.
冼吉昌.情感智力与语言学习.外语与外语教学. 1999, (9): 32-37.
朱纯.外语教学心理学.上海:上海外语教育出版社,2000.
张大均.教育心理学.北京:人民教育出版社,1999.
中华人民共和国教育部制订.英语课程标准.北京:北京师范大学出版. 2001.