高职学生英语学习动机和元认知策略研究
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摘要
伴随着普通语言学、心理语言学及认知心理学的持续蓬勃发展,研究者们逐步将语言研究的重点从研究教师“如何教”转移到研究学生“如何学”,研究主体也由“教学者”转向“学习者”,关于学习者个体差异的研究进而成为热点。尽管在众多二语习得的研究中也不乏对于学习者个体差异的研究;但大多局限于对某一具体差异的研究上,从而忽略了差异之间的相互关系;同时,多数研究对象均为综合性大学的本专科学生。本研究拟在先辈研究成果基础上,将研究主体拓展到高等职业学校,关注该类学校学生英语学习动机和学习策略使用情况,尤其是学生元认知策略使用情况,并在此基础上分析学习动机和元认知策略使用之间呈现如何的相互关系。
在认知语言学理论框架下,本研究以成都大学华夏职业技术学校大学二年级学生为研究对象;采取问卷的方式了解学生英语学习动机和学习策略,尤其元认知策略使用情况。研究涉及三个问卷:1)学习动机问卷,该问卷为自编问卷,综合国内外动机研究成果,更适合中国学生;2)英语学习策略问卷,该问卷大致沿用Oxford的语言学习策略问卷调查表(SILL),略有增删;3)元认知策略问卷。所有有效数据全部录入电脑,并利用SPSS(社会科学统计软件)对其进行分析;运用皮尔逊相关系数描述分析英语学习动机与元认知策略使用之间的关系。
本研究关注了高等职业学校学生这一被长期忽略的主体,将对个体差异的研究推广到对各差异之间的相关性研究,并获得以下研究成果:高职学生英语学习动机普遍较弱,尤其缺乏内在兴趣;学生学习动机单一,仅关注英语在考级、评优或升学方面的意义;同时,学习策略使用总体水平不高,元认知策略使用水平尤为低下,较多地使用补偿策略和情感策略,认知策略的使用情况也不理想。就学习动机与元认知策略的相关性而言:学习动机与元认知策略具有相关性,且二者呈显著正相关。学习动机越强,元认知策略使用水平越高;同时基于内在兴趣、即时成就、个人发展和学习环境等的学习动机与元认知策略使用有较强的相关性;而基于信息媒介、出国和社会责任等的学习动机虽与学习策略具备相关性,但相关性不强。
尽管本研究尚有待进一步完善和改进,但有理由相信本研究定能为今后有关学习动机与学习策略的研究提供一定的实证依据,并给予广大高职教育工作者一定的启发。
With the continuously rapid development in general linguistics, psycho-linguistics and cognitive psychology, researchers transfer the study focus from "how to teach" to "how to learn", change the study subjects from "teachers and educators" to "learners", and initiate the study on learner differences. Although among SLA studies, learner differences or individual factors have been greatly concerned, few focus on interrelations among these factors and most subjects concerned are average university students only. By focusing on Senior Vocational School students, the current study is supposed to explore their motivation for English learning and English learning strategy use, with particular reference to meta-cognitive strategy use, and further probe into the relationship between learning motivation and meta-cognitive strategies.
Within the framework of cognitive linguistics, the current study is carried out among Chengdu Huaxia Senior Vocational School students, with three questionnaires involved: the first is Learning Motivation Questionnaire, which is self-invented on the contributions on motivation home and abroad to ensure to be more Chinese-student-oriented; the second is Questionnaire of Language Learning Strategies, which is Oxford's SILL in general, expect some supplements and deletions, and the last is Questionnaire of Meta-cognitive strategies. After all valid data being put into computer, SPSS (Statistical Package for Social Sciences) is applied in data analyses; and Pearson Coefficient is adopted to analyze the correlation between learning motivation and meta-cognitive strategy use.
Equal attention is paid to Senior Vocational School students, who have been neglected for long. What's more, instead of focus studying one or two specific individual factors respectively, the current study explores the interrelationship among various individual differences with some major findings: in English learning, Senior Vocational School students are, in general, weakly motivated and they are proved to be seriously lack of intrinsic interest with English learning; their motivation orientation is one-track, and English learning for them is only to pass tests or examinations, to gain scholarship or to get graduated. Simultaneously, students' learning strategy use is proved to fall into the poor level: being greatly devoid of meta-cognitive strategies, they seldom devote themselves in English study willingly or arrange their time efficiently. Compared with cognitive strategies and social strategies, they more rely on compensation strategies and affective strategies. As for the correlation between learning motivation and meta-cognitive strategies, the two are proved to positively correlate with each other, suggesting that the greater the motivation intensity is, the higher level of meta-cognitive strategy use will be expected; motivation orientations of Immediate Achievement, Individual Development, Intrinsic Interest and Learning Situation are proved to significantly correlated with meta-cognitive strategy use; and motivation orientations of Information Medium, Going Abroad and Social Responsibility, although positively correlated with meta-cognitive strategy use, no significant correlation is found here.
Despite the improvements and complements needed, the current study surely provides some empirical evidence for the future studies on learning motivation and learning strategies, enlightens and inspires teachers and educators of Senior Vocational Schools.
在认知语言学理论框架下,本研究以成都大学华夏职业技术学校大学二年级学生为研究对象;采取问卷的方式了解学生英语学习动机和学习策略,尤其元认知策略使用情况。研究涉及三个问卷:1)学习动机问卷,该问卷为自编问卷,综合国内外动机研究成果,更适合中国学生;2)英语学习策略问卷,该问卷大致沿用Oxford的语言学习策略问卷调查表(SILL),略有增删;3)元认知策略问卷。所有有效数据全部录入电脑,并利用SPSS(社会科学统计软件)对其进行分析;运用皮尔逊相关系数描述分析英语学习动机与元认知策略使用之间的关系。
本研究关注了高等职业学校学生这一被长期忽略的主体,将对个体差异的研究推广到对各差异之间的相关性研究,并获得以下研究成果:高职学生英语学习动机普遍较弱,尤其缺乏内在兴趣;学生学习动机单一,仅关注英语在考级、评优或升学方面的意义;同时,学习策略使用总体水平不高,元认知策略使用水平尤为低下,较多地使用补偿策略和情感策略,认知策略的使用情况也不理想。就学习动机与元认知策略的相关性而言:学习动机与元认知策略具有相关性,且二者呈显著正相关。学习动机越强,元认知策略使用水平越高;同时基于内在兴趣、即时成就、个人发展和学习环境等的学习动机与元认知策略使用有较强的相关性;而基于信息媒介、出国和社会责任等的学习动机虽与学习策略具备相关性,但相关性不强。
尽管本研究尚有待进一步完善和改进,但有理由相信本研究定能为今后有关学习动机与学习策略的研究提供一定的实证依据,并给予广大高职教育工作者一定的启发。
With the continuously rapid development in general linguistics, psycho-linguistics and cognitive psychology, researchers transfer the study focus from "how to teach" to "how to learn", change the study subjects from "teachers and educators" to "learners", and initiate the study on learner differences. Although among SLA studies, learner differences or individual factors have been greatly concerned, few focus on interrelations among these factors and most subjects concerned are average university students only. By focusing on Senior Vocational School students, the current study is supposed to explore their motivation for English learning and English learning strategy use, with particular reference to meta-cognitive strategy use, and further probe into the relationship between learning motivation and meta-cognitive strategies.
Within the framework of cognitive linguistics, the current study is carried out among Chengdu Huaxia Senior Vocational School students, with three questionnaires involved: the first is Learning Motivation Questionnaire, which is self-invented on the contributions on motivation home and abroad to ensure to be more Chinese-student-oriented; the second is Questionnaire of Language Learning Strategies, which is Oxford's SILL in general, expect some supplements and deletions, and the last is Questionnaire of Meta-cognitive strategies. After all valid data being put into computer, SPSS (Statistical Package for Social Sciences) is applied in data analyses; and Pearson Coefficient is adopted to analyze the correlation between learning motivation and meta-cognitive strategy use.
Equal attention is paid to Senior Vocational School students, who have been neglected for long. What's more, instead of focus studying one or two specific individual factors respectively, the current study explores the interrelationship among various individual differences with some major findings: in English learning, Senior Vocational School students are, in general, weakly motivated and they are proved to be seriously lack of intrinsic interest with English learning; their motivation orientation is one-track, and English learning for them is only to pass tests or examinations, to gain scholarship or to get graduated. Simultaneously, students' learning strategy use is proved to fall into the poor level: being greatly devoid of meta-cognitive strategies, they seldom devote themselves in English study willingly or arrange their time efficiently. Compared with cognitive strategies and social strategies, they more rely on compensation strategies and affective strategies. As for the correlation between learning motivation and meta-cognitive strategies, the two are proved to positively correlate with each other, suggesting that the greater the motivation intensity is, the higher level of meta-cognitive strategy use will be expected; motivation orientations of Immediate Achievement, Individual Development, Intrinsic Interest and Learning Situation are proved to significantly correlated with meta-cognitive strategy use; and motivation orientations of Information Medium, Going Abroad and Social Responsibility, although positively correlated with meta-cognitive strategy use, no significant correlation is found here.
Despite the improvements and complements needed, the current study surely provides some empirical evidence for the future studies on learning motivation and learning strategies, enlightens and inspires teachers and educators of Senior Vocational Schools.
引文
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Chamot, A.U., Kupper, L. & M. V. Impink-Hernandez. 1988. A study of learning strategies in foreign language instruction: findings of the longitudinal study [J]. Mclean, Va.: Interstate Research Associates.
Chamot, A. U., Barnhardt, S., EL-Pinary, P.B. & J. Robbins. 1999. The learning strategies handbook [C]. NY: Addison, Wesley, Longman.
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Crookes, G. & R. Schmidt, 1991. Motivation: reopening the research agenda [J]. Language Learning 41:469-512.
Dansereau, D. 1985. Learning strategy research [A]. In Segal, J. W., Chipman, S.F. & R. Glaser (eds.), Thinking and Learning Skills: Relating Learning to Basic Research. Hillsdale [C]. NJ: Erlbaum. 209-240.
Deci, E. 1975. Intrinsic Motivation [M]. New York: Plenum Press.
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Dornyei, Z. & P. Skehan. 2003. Individual differences in second language learning [A]. In Doughty, C. & M. Long, (eds.), Handbook of Second Language Acquisition [C]. Oxford: Blackwell. 589-630.
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Ellis, R. 1999. The Study of Second Language Acquisition [M]. Oxford: Oxford University Press.
Faiza, B. & H. Kirsten. 1998. Orientations and motivation in the acquisition of English as a second language among high school students in Quebec city [J]. Language Learning 48: 219-44.
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Anderson, J. 1983. The Architecture of Cognition [M]. Cambridge, Mass: Harvard University Press.
Atkinson, J.W. 1964. An Introduction to Motivation [M]. Princeton, NJ: VanNostrand.
Bialystok, E. 1981. The role of conscious strategies in second language proficiency [J]. Modern Language Journal 65: 24-35.
Brown, A.L., Bransford, J.D., Ferrara, R. A. & J.C.Campione. 1983. Learning, remembering and understanding [A].In Flavell, J.H. & M. Markman (eds.), Carmichael's manual of child psychology [C]. New York: Wiley. 77-166.
Brown, H. 1981. Affective Factors in Second Language Learning [A]. In Alatis, J., Alrman, H.& P. Alatis (eds.), The Second Language Classroom: Directions for the 1980s [C]. NY: Oxford University Press.
Chamot, A. U. 1987. The learning strategies of ESL students. In Wenden & Rubin (eds.) 1987.
Chamot, A.U., Kupper, L. & M. V. Impink-Hernandez. 1988. A study of learning strategies in foreign language instruction: findings of the longitudinal study [J]. Mclean, Va.: Interstate Research Associates.
Chamot, A. U., Barnhardt, S., EL-Pinary, P.B. & J. Robbins. 1999. The learning strategies handbook [C]. NY: Addison, Wesley, Longman.
Clement, R. & B. Kruidenier. 1983. Orientations in second language acquisition:The effects of ethnicity, Milieu, and target language on their emergence [J]. Language Learning 33: 273-91.
Corder, S. P. 1977. Language teaching and learning: a social encounter [A]. In Brown et al (eds.). 1977.
Crookes, G. & R. Schmidt, 1991. Motivation: reopening the research agenda [J]. Language Learning 41:469-512.
Dansereau, D. 1985. Learning strategy research [A]. In Segal, J. W., Chipman, S.F. & R. Glaser (eds.), Thinking and Learning Skills: Relating Learning to Basic Research. Hillsdale [C]. NJ: Erlbaum. 209-240.
Deci, E. 1975. Intrinsic Motivation [M]. New York: Plenum Press.
Dornyei, Z. 1996. Motivation language learning motivation to a large platform for theory and practice [A]. In Oxford, R. L(eds.). Language Learning Motivation: Pathways to the New Century [C]. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center. 71-81.
Dornyei, Z. 1998. Motivation in Second and Foreign Language Learning [J]. Language Teaching 31:117-135.
Dornyei, Z. 2001. New themes and approaches in second language motivation research [J]. Annual Review of Applied Linguistics 21: 43-59.
Dornyei, Z. & P. Skehan. 2003. Individual differences in second language learning [A]. In Doughty, C. & M. Long, (eds.), Handbook of Second Language Acquisition [C]. Oxford: Blackwell. 589-630.
Dulay, H. & M. Burt. 1973. Should we teach children syntax? [J]. Language learning 24: 245-58.
Ehrman, M. & R. L. Oxford. 1989. Effects of sex differences, career choice, and psychological type on adult language learning strategies [J]. Modern Language Journal 73:1-13.
Ellis, R. 1994. Understanding Second Language Acquisition [M]. Oxford: Oxford University Press.
Ellis, R. 1997. Second Language Acquisition [M]. Oxford: Oxford University Press.
Ellis, R. 1999. The Study of Second Language Acquisition [M]. Oxford: Oxford University Press.
Faiza, B. & H. Kirsten. 1998. Orientations and motivation in the acquisition of English as a second language among high school students in Quebec city [J]. Language Learning 48: 219-44.
Flavell, J. H. 1981. Cognitive monitoring [A]. In W. P. Dickson (eds.), Children's Oral Communication Skills [C]. New York: Academic.
Gardner, R. C. & W. E. Lambert. 1972. Attitudes and motivation in second language learning [M]. Rowley. MA: Newbury House.
Gardner, R. C. & W. E. Lambert. 1985. Social Psychological Aspects of Language Learning: The Role of Attitudes and Motivation [M]. London: Edward Arnold.
Gardner, R. C. & P. D. MacIntyre. 1993. On the measurement of affective variables in second language learning [J]. Language Learning 43:157-194.
Hsiao, T. Y. & R. L. Oxford. 2002. Comparing theories of language learning strategies: A confirmatory factor analysis [J]. Modern Language Journal 86: 368-383.
Lambert, W. 1974. Culture and language as factors in learning and education [A]. In Aboud, F & Meade (eds.) 1974
MacInyre, P. D. & K. A. Noels. 1996. The social-psychological variables to predict the use of language learning strategies [J]. Foreign Language Annals 29: 373-86.
McNamara, J. 1973. Nurseries, streets and classrooms: some comparison and deductions [J]. Modern Linguistics 10:122-34.
Muriel, S. T. 2005. Introducing Second Language Acquisition [M] . Cambridge University Press. 85-86.
Nisbet, J. & J. Shucksmith. 1986. Learning Strategies [M]. Boston: Routledge & Kegan Paul. Oiler, J. B. & A. Vigil. 1977. Attitudes and attained proficiency in ESL: a sociolinguistic study of Mexican Americans in the Southwest [J]. TESOL Quarterly 11: 173-83.
O'Mallym,J., Chamot,A. U., Stewner, M.G, Kupper, L. & R. Russo. 1985. Learning strategies used by beginning and intermediate ESL students [J]. Language Learning 35: 21-46.
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