非英语专业大学生阅读动机研究
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摘要
动机是外语学习者在学习中最重要的心理因素和个体差别因素之一,对外语学习起着非常重要的作用。目前,研究者们已经做了大量有关二语/外语习得动机方面的研究。在中国外语学习动机的研究起步较晚,近年来动机研究日益受到中国学者的关注,越来越多的研究者已经开始在中国语境下研究外语动机。但是有关外语环境下的英语阅读动机方面的研究却不多。正如Wigfield和Guthrie所设想的学生的动机在某种程度上是分具体领域的。一些学生可能在英语阅读方面有动机,但在听、说、写方面却没有。因此有必要对学生在具体领域方面的动机做进一步的研究。
在中国英语是一种外语,而不是学习者的本族语或二语,对于中国非英语专业的学生来说,英语阅读是其外语输入最重要的方式。在这种意义上阅读技能的掌握对中国非英语专业的学生来说是四种基本技能中最重要的,因此对他们的阅读动机的研究是非常有必要的。
为此,本论文首先对非英语专业学生的英语阅读动机进行了调查,并用统计软件SPSS13.0对所收集的数据进行了分析。用因子分析、皮尔逊相关分析对学生的阅读动机进行了分析,结果如下:⒈学生的英语阅读强度一般。⒉抽取了四个动机因子,并依次被命名为英语阅读的重要性,阅读的内在价值,阅读的外在实用价值和阅读效能。⒊在四个动机因子中英语阅读的重要性强度最大,然后依次为阅读的外在实用价值,阅读的内在价值和阅读效能。⒋阅读的内在价值,阅读的外在实用价值和阅读效能与学生的学习水平呈显著的正相关。
然后,基于对学生英语阅读动机的调查,本文提出了一些阅读动机策略并在教学过程中对其进行了训练。所提出的阅读动机策略包括:与学生建立良好的关系,增加学生英语阅读重要性的意识,帮助学生制定自己的英语阅读目标,提供有效的反馈,帮助学生提高自我效能和指导学生形成正确的归因,尽管这些策略是以线性的形式提出的,但在实际的动机过程中他们是交叉互动的。
此外,论文对所提出的阅读动机策略的有效性进行了检验。与前测相比学生的阅读动机和阅读水平都有所提高,但程度不显著。具体的讲,在后测中英语阅读的重要性显著下降,阅读的内在价值和外在实用价值显著增强,阅读效能也有所增强但程度不显著。该结果表明尽管学生的英语阅读动机没有显著提高,在某种程度上所提出的阅读动机策略还是有效的。
最后,本文就学生外语阅读动机的提高,提出几点教学启示。包括:帮助学生选择合适的阅读材料,允许学生自己选择想读的内容,尽可能多的给学生提供机会以展现通过阅读所学的知识。
Motivation is one of the most important aspects of students’psychological factors and individual differences in learning a foreign language, which plays an important role in foreign language learning. Up to now, a lot of research has been done on the subject of motivation in second or foreign language acquisition. In China, the research on English learning motivation started rather late. In recent years motivation research has gained increasing attention among Chinese scholars, and more and more researchers have began to investigate EFL motivation in Chinese context. However, little research has been conducted in the field of L2 reading motivation in EFL settings. Just as Wigfield and Guthrie hypothesized that students’motivation may be, to some extent, domain specific. Some students may be motivated to read English, but not to listen, speak or write. So students’domain specific motivation needs to be studied further.
In China, English is learned as a foreign language rather than second or native language, for Chinese Non-English majors the most important English input is English reading. In this sense, among the four basic skills reading is the most important skill for the students to master and also is the skill they use most frequently. Therefore, studies on students’reading motivation are very necessary and important. For this purpose, this thesis firstly investigates Chinese Non-English majors’motivation to read in English. Statistic software SPSS13.0 is used in the analysis of the collected data. Factor Analysis and Pearson Correlational Analysis are applied to investigate the students’motivation to read in English.
The findings are as follows: 1. Students’motivation to read in English is moderate. 2. Four factors of motivation are extracted and labeled as importance of reading in English, intrinsic value of reading, extrinsic utility value of reading, and reading efficacy. 3. Among the four factors, importance of reading in English is the strongest, and then follows extrinsic utility value of reading, intrinsic value of reading, and reading efficacy. 4. Intrinsic value of reading, extrinsic utility value of reading, and reading efficacy are significantly and positively correlated to students’reading proficiency.
Then, based on the investigation of the students’reading motivation some motivational strategies are put forward and trained in the process of English teaching and learning in order to increase the students’English reading motivation. The motivational strategies include: establish a good relationship with the students, increasing students’awareness of importance of reading in English, helping students set their own goals for reading in English, providing informational feedback, helping students raise self-efficacy, and guiding students to form correct attribution. Although these motivational strategies are presented in linear form, in the real motivational process they are very interactive.
Besides, the effectiveness of the motivational strategies is also tested. Compared with the pretest, the students’English reading motivation and reading proficiency are both increased, but not significantly. In detail, students in the posttest decreased in Importance of Reading in English significantly, while increased in Intrinsic Value of Reading and Extrinsic Utility Value of Reading significantly and also increased in Reading Efficacy, but not to a significant extent. The results show although the students’reading motivation is not increased significantly, it proves the motivational strategies are effective to some extent.
At the end of this thesis, some pedagogical implications, such as Help the students select the appropriate materials to read, Allow the students to choose what they want to read by themselves, Provide the students the chances to show what they learned by reading as often as possible, are put forward on the increase of the students’reading motivation.
在中国英语是一种外语,而不是学习者的本族语或二语,对于中国非英语专业的学生来说,英语阅读是其外语输入最重要的方式。在这种意义上阅读技能的掌握对中国非英语专业的学生来说是四种基本技能中最重要的,因此对他们的阅读动机的研究是非常有必要的。
为此,本论文首先对非英语专业学生的英语阅读动机进行了调查,并用统计软件SPSS13.0对所收集的数据进行了分析。用因子分析、皮尔逊相关分析对学生的阅读动机进行了分析,结果如下:⒈学生的英语阅读强度一般。⒉抽取了四个动机因子,并依次被命名为英语阅读的重要性,阅读的内在价值,阅读的外在实用价值和阅读效能。⒊在四个动机因子中英语阅读的重要性强度最大,然后依次为阅读的外在实用价值,阅读的内在价值和阅读效能。⒋阅读的内在价值,阅读的外在实用价值和阅读效能与学生的学习水平呈显著的正相关。
然后,基于对学生英语阅读动机的调查,本文提出了一些阅读动机策略并在教学过程中对其进行了训练。所提出的阅读动机策略包括:与学生建立良好的关系,增加学生英语阅读重要性的意识,帮助学生制定自己的英语阅读目标,提供有效的反馈,帮助学生提高自我效能和指导学生形成正确的归因,尽管这些策略是以线性的形式提出的,但在实际的动机过程中他们是交叉互动的。
此外,论文对所提出的阅读动机策略的有效性进行了检验。与前测相比学生的阅读动机和阅读水平都有所提高,但程度不显著。具体的讲,在后测中英语阅读的重要性显著下降,阅读的内在价值和外在实用价值显著增强,阅读效能也有所增强但程度不显著。该结果表明尽管学生的英语阅读动机没有显著提高,在某种程度上所提出的阅读动机策略还是有效的。
最后,本文就学生外语阅读动机的提高,提出几点教学启示。包括:帮助学生选择合适的阅读材料,允许学生自己选择想读的内容,尽可能多的给学生提供机会以展现通过阅读所学的知识。
Motivation is one of the most important aspects of students’psychological factors and individual differences in learning a foreign language, which plays an important role in foreign language learning. Up to now, a lot of research has been done on the subject of motivation in second or foreign language acquisition. In China, the research on English learning motivation started rather late. In recent years motivation research has gained increasing attention among Chinese scholars, and more and more researchers have began to investigate EFL motivation in Chinese context. However, little research has been conducted in the field of L2 reading motivation in EFL settings. Just as Wigfield and Guthrie hypothesized that students’motivation may be, to some extent, domain specific. Some students may be motivated to read English, but not to listen, speak or write. So students’domain specific motivation needs to be studied further.
In China, English is learned as a foreign language rather than second or native language, for Chinese Non-English majors the most important English input is English reading. In this sense, among the four basic skills reading is the most important skill for the students to master and also is the skill they use most frequently. Therefore, studies on students’reading motivation are very necessary and important. For this purpose, this thesis firstly investigates Chinese Non-English majors’motivation to read in English. Statistic software SPSS13.0 is used in the analysis of the collected data. Factor Analysis and Pearson Correlational Analysis are applied to investigate the students’motivation to read in English.
The findings are as follows: 1. Students’motivation to read in English is moderate. 2. Four factors of motivation are extracted and labeled as importance of reading in English, intrinsic value of reading, extrinsic utility value of reading, and reading efficacy. 3. Among the four factors, importance of reading in English is the strongest, and then follows extrinsic utility value of reading, intrinsic value of reading, and reading efficacy. 4. Intrinsic value of reading, extrinsic utility value of reading, and reading efficacy are significantly and positively correlated to students’reading proficiency.
Then, based on the investigation of the students’reading motivation some motivational strategies are put forward and trained in the process of English teaching and learning in order to increase the students’English reading motivation. The motivational strategies include: establish a good relationship with the students, increasing students’awareness of importance of reading in English, helping students set their own goals for reading in English, providing informational feedback, helping students raise self-efficacy, and guiding students to form correct attribution. Although these motivational strategies are presented in linear form, in the real motivational process they are very interactive.
Besides, the effectiveness of the motivational strategies is also tested. Compared with the pretest, the students’English reading motivation and reading proficiency are both increased, but not significantly. In detail, students in the posttest decreased in Importance of Reading in English significantly, while increased in Intrinsic Value of Reading and Extrinsic Utility Value of Reading significantly and also increased in Reading Efficacy, but not to a significant extent. The results show although the students’reading motivation is not increased significantly, it proves the motivational strategies are effective to some extent.
At the end of this thesis, some pedagogical implications, such as Help the students select the appropriate materials to read, Allow the students to choose what they want to read by themselves, Provide the students the chances to show what they learned by reading as often as possible, are put forward on the increase of the students’reading motivation.
引文
[1] Amy, Woytek. Utilizing Assessment to Improve Student Motivation and Success. Chaminade University of Honolulu, 2005
[2] Black, Anne-Marie L. Attitudes to Reading: An Investigation Across the Primary Years. Australian Catholic University, 2006
[3] Bandura, A.“Perceived self-efficacy in cognitive development and functioning”, Educational Psychologist 28. 1993: 48-117
[4] Brown, H.D. Principle of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press, 2001
[5] Brown, H.D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press, 2001
[6] Bennett, Neville. Dunne, E. Carre, C. Skills development in higher education and employment. Buckingham: Society for Research into Higher Education & Open University Press, 2000
[7] Crookes, G. R, Schmidt.“Motivation: Reopening the research agenda”, Language Learning, 1991, 41(4): 469-512
[8] Christina, Clark. Rumbold, Kate.“Reading for Pleasure: A research overview”, National Literacy Trust, 2006
[9] Cullinan, Bernice E. Independent Reading and School Achievement. New York University, 2000
[10] Day, Richard.“Top Ten Principles for Teaching Extensive Reading”, Reading in a Foreign Language, 2002, 14 (2): 136-141
[11] Dornyei, Z.“Motivation in Second and Foreign Language Learning”, Language Teaching, 1998, 31(1): 117-135
[12] Dornyei, Z.“Motivation and motivating in the foreign language classroom’, Morden Language Journal, 1994 (78): 273-284
[13] Dornyei, Z.“Attitudes, orientation, and motivation in language learning: Advance in theory, research, and applications”, Language Learning, 2003, 53(Supplement 1): 167-207
[14] Dornyei, Z. Motivational Strategies in the Language Classroom. Beijing: Foreign Language Teaching and Research Press, 2001
[15] Dornyei, Z. Teaching and Researching Motivation. Beijing: Foreign Language Teaching and Research Press, 2005
[16] Huang Hongan. An Empirical Study of English Learners’Motivation in a Chinese Setting. Xiangtan University, 2005
[17] Linda, Baker. Wigfield, Allan.“Dimensions of Chilren’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”, Reading Research Quarterly, 1999 (34): 452-477
[18] Michael, Kenny. The Effects of Written Teacher Feedback on Student Motivation. College of William&Mary School ofEducation. Williamburg,Virginia, 2004
[19] Marley, W. Watkins and Debra, Young Coffey.“Reading Motivation: Multidimensional and Indeterminate”, Journal of Educational Psychology, 2004, 96 (1): 110-118
[20] Michelle, Lynn McDonald. Teachers’and Students’Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. Graduate College of Bowling Green State University, 2008
[21] Mori , Setsuko.“Redefining Motivation to Read in a Foreign Language”, Reading in a Foreign Language, 2002, 14 (2): 91-110
[22] Nishino, Takako.“Japanese High school students’L2 Reading Motivation”, Lifelong Learning: Proceedings of the 4th Annual JALT Pan-SIG Conference, 2005: 31-41
[23] Nishino, Takako.“Beginning to Read Extensively: A Case Study with Mako and Fumi”, Reading in a Foreign Language, 2007,19 (2): 76-105
[24] Sun Lijun. L2 Motivation and Activation Research on Non-English Major College Students. ShanXi University, 2006
[25] Smith, Jeffrey K. Response to Assesment Feedback: The Effects of Grades,Praise, and Source of Information. University of Otago, New Zealand, 2008
[26] Su Xianzhan. Zhao Le. Interpersonal Relationship between Teachers and Students: An Intercultual Study on Chinese and Australian Universities. University of Tasmania, 2001
[27] Susan, Carbery.“Graded vs Authetic: Do Graded Readers Take the Fun Out of Reading”, 16 th Educational Conference Melbourne, 2003:1-4
[28] Tremblay, P. F.& Gardner, R.C.“Expanding the Motivation Construct in Language learning”, Modern Language Journal, 1995, 79(4): 505-520
[29] Takase, Atsuko.“Japanese High School Students’Motivation for Extensive L2 Reading”, Reading in a Foreign Language, 2007, 19 (1): 1-18
[30] Takase, Atsuko. The Effects of Extensive Reading on the Motivation of Japanese High School Students. Temple University, 2003
[31] Tiemensma, L. The Literacy Environment in Support of Voluntary Reading: A Case Study in Gauteng East and the Highveld Ridge Area. University of South Africa, 2007
[32] Walker, C.“A self-access extensive reading project using graded readers”, Reading in a Foreign Language, 1997, 11(1): 121-149
[33] Williams, M & Robert L, B. Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press, 2000
[34] Wigfield, Allan and Guthrie, John T.“Relation of Children’s Motivation for Reading to the Amount and Breadth of TheirReading”, Journal of Educational Psychology, 1997, 89 (3): 420-432
[35] Yuan Yongfang. A Study of Chinese College English Learners’Motivation in Reading. Naijng Normal University, 2001
[36] Zhu Jie. A study on the Relationship between Non-English Majors’Intrinsic& Extrinsic Motivation and their English language Proficiency. Wunhai University, 2005
[37]端木庆一,外语阅读心境的发展过程及其效应,《外语界》, 2001 (1): 37-40。
[38]葛红,英语阅读动机与学习效果,《外语教学与研究》, 2008 ( 1): 72。
[39]马红艳,构建大学英语课堂教学中的师生关系,《外语教学与研究》, 2008 (14):71。
[40]秦晓晴,动机理论研究及其对外语学习的意义,《外语研究》, 2002 (4): 75-79。
[41]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):51-58。
[42]秦晓晴,《外语教学研究中的定量数据分析》,武汉:华中科技大学出版社, 2005。
[43]武和平,九十年代外语/二语学习动机研究述略,《外语教学与研究》, 2001 (2): 116-121。
[44]许余龙,影响中国学生阅读能力的学生因素,《现代外语》, 1998 (3): 62-70。
[45]袁永芳,大学生英语阅读动机研究,《外语研究》, 2003 (2): 91-94。
[46]应惠兰,徐慧芳,以学习者为中心的阅读材料的选择,《外语教学与研究》, 2001 (3): 206-209。
[2] Black, Anne-Marie L. Attitudes to Reading: An Investigation Across the Primary Years. Australian Catholic University, 2006
[3] Bandura, A.“Perceived self-efficacy in cognitive development and functioning”, Educational Psychologist 28. 1993: 48-117
[4] Brown, H.D. Principle of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press, 2001
[5] Brown, H.D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press, 2001
[6] Bennett, Neville. Dunne, E. Carre, C. Skills development in higher education and employment. Buckingham: Society for Research into Higher Education & Open University Press, 2000
[7] Crookes, G. R, Schmidt.“Motivation: Reopening the research agenda”, Language Learning, 1991, 41(4): 469-512
[8] Christina, Clark. Rumbold, Kate.“Reading for Pleasure: A research overview”, National Literacy Trust, 2006
[9] Cullinan, Bernice E. Independent Reading and School Achievement. New York University, 2000
[10] Day, Richard.“Top Ten Principles for Teaching Extensive Reading”, Reading in a Foreign Language, 2002, 14 (2): 136-141
[11] Dornyei, Z.“Motivation in Second and Foreign Language Learning”, Language Teaching, 1998, 31(1): 117-135
[12] Dornyei, Z.“Motivation and motivating in the foreign language classroom’, Morden Language Journal, 1994 (78): 273-284
[13] Dornyei, Z.“Attitudes, orientation, and motivation in language learning: Advance in theory, research, and applications”, Language Learning, 2003, 53(Supplement 1): 167-207
[14] Dornyei, Z. Motivational Strategies in the Language Classroom. Beijing: Foreign Language Teaching and Research Press, 2001
[15] Dornyei, Z. Teaching and Researching Motivation. Beijing: Foreign Language Teaching and Research Press, 2005
[16] Huang Hongan. An Empirical Study of English Learners’Motivation in a Chinese Setting. Xiangtan University, 2005
[17] Linda, Baker. Wigfield, Allan.“Dimensions of Chilren’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”, Reading Research Quarterly, 1999 (34): 452-477
[18] Michael, Kenny. The Effects of Written Teacher Feedback on Student Motivation. College of William&Mary School ofEducation. Williamburg,Virginia, 2004
[19] Marley, W. Watkins and Debra, Young Coffey.“Reading Motivation: Multidimensional and Indeterminate”, Journal of Educational Psychology, 2004, 96 (1): 110-118
[20] Michelle, Lynn McDonald. Teachers’and Students’Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. Graduate College of Bowling Green State University, 2008
[21] Mori , Setsuko.“Redefining Motivation to Read in a Foreign Language”, Reading in a Foreign Language, 2002, 14 (2): 91-110
[22] Nishino, Takako.“Japanese High school students’L2 Reading Motivation”, Lifelong Learning: Proceedings of the 4th Annual JALT Pan-SIG Conference, 2005: 31-41
[23] Nishino, Takako.“Beginning to Read Extensively: A Case Study with Mako and Fumi”, Reading in a Foreign Language, 2007,19 (2): 76-105
[24] Sun Lijun. L2 Motivation and Activation Research on Non-English Major College Students. ShanXi University, 2006
[25] Smith, Jeffrey K. Response to Assesment Feedback: The Effects of Grades,Praise, and Source of Information. University of Otago, New Zealand, 2008
[26] Su Xianzhan. Zhao Le. Interpersonal Relationship between Teachers and Students: An Intercultual Study on Chinese and Australian Universities. University of Tasmania, 2001
[27] Susan, Carbery.“Graded vs Authetic: Do Graded Readers Take the Fun Out of Reading”, 16 th Educational Conference Melbourne, 2003:1-4
[28] Tremblay, P. F.& Gardner, R.C.“Expanding the Motivation Construct in Language learning”, Modern Language Journal, 1995, 79(4): 505-520
[29] Takase, Atsuko.“Japanese High School Students’Motivation for Extensive L2 Reading”, Reading in a Foreign Language, 2007, 19 (1): 1-18
[30] Takase, Atsuko. The Effects of Extensive Reading on the Motivation of Japanese High School Students. Temple University, 2003
[31] Tiemensma, L. The Literacy Environment in Support of Voluntary Reading: A Case Study in Gauteng East and the Highveld Ridge Area. University of South Africa, 2007
[32] Walker, C.“A self-access extensive reading project using graded readers”, Reading in a Foreign Language, 1997, 11(1): 121-149
[33] Williams, M & Robert L, B. Psychology for Language Teachers. Beijing: Foreign Language Teaching and Research Press, 2000
[34] Wigfield, Allan and Guthrie, John T.“Relation of Children’s Motivation for Reading to the Amount and Breadth of TheirReading”, Journal of Educational Psychology, 1997, 89 (3): 420-432
[35] Yuan Yongfang. A Study of Chinese College English Learners’Motivation in Reading. Naijng Normal University, 2001
[36] Zhu Jie. A study on the Relationship between Non-English Majors’Intrinsic& Extrinsic Motivation and their English language Proficiency. Wunhai University, 2005
[37]端木庆一,外语阅读心境的发展过程及其效应,《外语界》, 2001 (1): 37-40。
[38]葛红,英语阅读动机与学习效果,《外语教学与研究》, 2008 ( 1): 72。
[39]马红艳,构建大学英语课堂教学中的师生关系,《外语教学与研究》, 2008 (14):71。
[40]秦晓晴,动机理论研究及其对外语学习的意义,《外语研究》, 2002 (4): 75-79。
[41]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):51-58。
[42]秦晓晴,《外语教学研究中的定量数据分析》,武汉:华中科技大学出版社, 2005。
[43]武和平,九十年代外语/二语学习动机研究述略,《外语教学与研究》, 2001 (2): 116-121。
[44]许余龙,影响中国学生阅读能力的学生因素,《现代外语》, 1998 (3): 62-70。
[45]袁永芳,大学生英语阅读动机研究,《外语研究》, 2003 (2): 91-94。
[46]应惠兰,徐慧芳,以学习者为中心的阅读材料的选择,《外语教学与研究》, 2001 (3): 206-209。