摘要
成就动机通常被认为是决定二语学习成败与否的重要因素之一。国内外学者们纷纷著书立作对其定义和理论背景进行研究,但是关于如何在课堂内激发学习者成就动机的实证研究却为数不多,而从教师期望效应的角度去探讨如何增强学习者成就动机的研究则尚不多见。
本研究以教师期望效应和成就动机理论为基础,旨在探讨教师期望在二语学习中对学生成就动机的影响以及如何通过改善教师的言语和非言语行为以增强学生的成就动机。本研究主要探讨了以下三个问题:1.教师是如何通过其言语和非言语行为来传递对不同学生的期望;2.教师期望与学生成就动机之间的关系;3.教师言语和非言语行为的改善是否有助于增强学生的成就动机。
某中学初二年级两个班级的104名学生参与了本次调查,其中一个班级(53名学生)为实验组,另一个班级(51名学生)则为控制组。实验组英语教师接受了关于改善教师期望的培训。在三个月的研究期间,作者采用问卷调查与课堂观察的方式进行数据收集。实验组和控制组学生分别接受了问卷调查的前测与后测,以评测他们所感知到的教师支持以及他们在英语科目上的成就动机。
通过对研究结果的分析,我们发现实验组教师参与教师期望培训后,其言语和非言语行为都得到了较大的改善。同时,实验组学生所感知到的教师支持显著多于控制组学生,其在英语科目上的成就动机也显著高于控制组学生。数据分析进一步表明,教师期望与学生成就动机显著相关:感知到更多积极的教师期望的学生,其成就动机也更强,而感知到更多消极的教师期望的学生,其成就动机则更弱。
本研究表明积极的教师期望是增强学生二语学习成就动机的一种有效的方法。因此,本研究对英语教师该如何利用积极的教师期望以增强学生的成就动机以及促进学生的学业发展具有一定的启示。
Achievement motivation is generally considered to be one of the primary causes of success and failure in second language learning. There have been numerous studies on this factor, which mainly concentrate on the description of its definitions and analyses of its theoretical bases. However, only a few empirical studies have been conducted on how to enhance students' achievement motivation in classroom settings, and the empirical studies done from the perspective of teacher expectation effects are even fewer owing to various reasons.
Based on teacher expectation effects and achievement motivation theory, this study aims to examine the role of teacher expectations in affecting students' achievement motivation in L2 learning and explore how to enhance students' achievement motivation through the improvement of teachers' verbal and nonverbal behaviors. The study has been conducted mainly to address the following questions: 1. How teachers convey their expectations to students through verbal and nonverbal behaviors? 2. What is the relationship between teacher expectations and students' achievement motivation? 3. Whether the improvement of the teacher's verbal and nonverbal behaviors helps to enhance students' achievement motivation?
This study has involved 104 second-year middle school students from two classes which were divided into two groups, with one class (53 students) as the experimental group, while the other (51 students) as the control group. The English teacher of the experimental group received teacher training based on TESA (Teacher Expectations and Student Achievement) training program. The study lasted three months with data collected regarding the students' perception of supporting behaviors from their homeroom English teacher and their achievement motivation on the subject of English by means of questionnaires and classroom observations. Both questionnaires were administered to the two groups before and after the teacher training.
The results of the study reveal that the English teacher who received teacher training got a significant improvement on both verbal and nonverbal behaviors. Accordingly, the students in the experimental group received more supporting from their English teacher and has stronger achievement motivation than the control group did. Data analyses further suggest that there exists a significant correlation between teacher expectations and students' achievement motivation, i.e., the students who perceived more positive teacher expectations tend to have stronger achievement motivation, while those who perceived less positive or more negative teacher expectations tend to have weaker achievement motivation.
The findings from the study indicate that teacher expectations offer an effective way for enhancing students' achievement motivation in L2 learning. Thus, they have wider implications for English teachers on how to make use of positive teacher expectations to enhance students' achievement motivation and facilitate students' learning.
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