技師學(xué)院學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型與強(qiáng)度的研究

1、技師學(xué)院學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型與強(qiáng)度的研究技師學(xué)院學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型與強(qiáng)度技師學(xué)院學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型與強(qiáng)度的研究的研究A A StudyStudy onon EnglishEnglish LearningLearningMotivationMotivation TypesTypes andand IntensityIntensity ofofStudentsStudents inin TechnicianTechnician InstitutesInstitutes【作者】 柳娜；【導(dǎo)師】 牛毓梅；【作者基本信息】 山東大學(xué)， 英語(yǔ)語(yǔ)言文學(xué)， 2010， 碩士【摘要】 英語(yǔ)作為重要的交流工具

2、,已經(jīng)滲入到現(xiàn)代社會(huì)的多個(gè)方面。學(xué)習(xí)動(dòng)機(jī)作為影響英語(yǔ)學(xué)習(xí)效果的關(guān)鍵因素,引起了語(yǔ)言習(xí)得研究者的較大關(guān)注。雖然國(guó)內(nèi)外學(xué)者已對(duì)學(xué)習(xí)動(dòng)機(jī)做了大量研究,但針對(duì)我國(guó)近幾年來(lái)新興出現(xiàn)并迅速發(fā)展的技師層次教育的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)研究卻極少。技師層次的學(xué)生應(yīng)該能看懂英文操作指令,英文說(shuō)明書,操作手冊(cè),具備接受前沿技術(shù)培訓(xùn),學(xué)習(xí)國(guó)外先進(jìn)技術(shù)等方面的能力。但目前技師層次學(xué)生的英語(yǔ)水平大多達(dá)不到上述要求。為了解這些學(xué)生的實(shí)際英語(yǔ)學(xué)習(xí)動(dòng)機(jī),作者著重研究以下三個(gè)問(wèn)題：(1)其英語(yǔ)學(xué)習(xí)主要的動(dòng)機(jī)類型和動(dòng)機(jī)強(qiáng)度；(2)性別對(duì)動(dòng)機(jī)類型及動(dòng)機(jī)強(qiáng)度的影響；(3)英語(yǔ)學(xué)習(xí)成績(jī)與整體學(xué)習(xí)動(dòng)機(jī)和動(dòng)機(jī)強(qiáng)度之間的關(guān)系。針對(duì)這些問(wèn)題,作者對(duì)來(lái)自山

3、東技師學(xué)院的 142 名技師層次的學(xué)生進(jìn)行了英語(yǔ)水平測(cè)試和問(wèn)卷調(diào)查?？紤]到學(xué)生的英語(yǔ)基礎(chǔ)相對(duì)薄弱,試卷采用的 2007 及 2008 年高考英語(yǔ)試卷(全國(guó)卷)的部分試題。問(wèn)卷采用的是高一虹教授(2003)設(shè)計(jì)的本科生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查問(wèn)卷。作者對(duì)所收集的數(shù)據(jù)進(jìn)行了描述性分析,均值比較及相關(guān)性分析等數(shù)據(jù)分析。得出如下結(jié)論：一、在內(nèi)在興趣、成績(jī)、學(xué)習(xí)情境、出國(guó)、社會(huì)責(zé)任、個(gè)人發(fā)展、信息媒介七種動(dòng)機(jī)類型中,個(gè)人發(fā)展、社會(huì)責(zé)任及信息媒介動(dòng)機(jī)是最主要的動(dòng)機(jī)類型。學(xué)生整體動(dòng)機(jī)強(qiáng)度為中下水平,整體英語(yǔ)水平不高。二、女生在內(nèi)在興趣、社會(huì)責(zé)任、個(gè)人發(fā)展三種動(dòng)機(jī)上均值高于男生,且差距具有顯著性(p0.05)。女生在

4、總動(dòng)機(jī)及動(dòng)機(jī)強(qiáng)度上均值高于男生,但這種差距不具備顯著性。三、內(nèi)在興趣動(dòng)機(jī)、個(gè)人發(fā)展動(dòng)機(jī)、信息媒介動(dòng)機(jī)及動(dòng)機(jī)強(qiáng)度與學(xué)習(xí)者學(xué)習(xí)成績(jī)呈明顯正相關(guān)(p0.01),社會(huì)責(zé)任動(dòng)機(jī)與學(xué)習(xí)者學(xué)習(xí)成績(jī)也呈正相關(guān)(p0.05)；而成績(jī)動(dòng)機(jī)與學(xué)習(xí)者的學(xué)習(xí)成績(jī)呈明顯負(fù)相關(guān)(p0.01)。這說(shuō)明片面追求分?jǐn)?shù)、成績(jī)動(dòng)機(jī)越強(qiáng)、反而實(shí)際努力程度越低。情境動(dòng)機(jī)與學(xué)習(xí)者學(xué)習(xí)成績(jī)之間沒(méi)有相關(guān)性。基于本次研究的結(jié)果,作者提出教師應(yīng)從培養(yǎng)并發(fā)展學(xué)生的內(nèi)在動(dòng)機(jī),保持并強(qiáng)化學(xué)生的外在動(dòng)機(jī),以及創(chuàng)造有利的學(xué)習(xí)情境這幾方面入手,有效地提高學(xué)生的學(xué)習(xí)動(dòng)機(jī),以求達(dá)到更好的教學(xué)效果。 更多還原【Abstract】 As an important c

5、ommunication tool, English haspenetrated into many aspects of modern society. Viewed as a keyfactor that influences English learning effect, motivation hascaptured great attention of language acquisition researchers.Although there have been considerable researches related tomotivation home and abroa

6、d, the researches on English learningmotivation of students in technician institutes are few. Technicianlevel students are expected to understand English prompts,instructions, manuals, etc. and have the competence to receive theleading technical training and learn advanced technologyabroad.However,

7、in the present, English levels of most students intechnician institutes can not meet the above requirement. In order toknow about their practical English learning motivation, the authorfocused on the following research questions:(1) the major motivationtypes and intensity; (2) the effect of gender o

8、n motivation types andintensity; (3) the effect of English proficiency on motivation typesand intensity.Aiming at these questions, the author made an Englishproficiency test and a questionnaire among 142 students from ShandongTechnician Institute. The questionnaire adopted in this survey isdesigned

9、by professor Gao Yihong (2003), which is to investigateEnglish learning motivation of undergraduates. The author makesdescriptive analysis, means comparison and correlation analysisaccording to the data collected. The findings are as follows:1. Amongthe seven types of motivation, social responsibili

10、ty, personaldevelopment and information media are the leading motivation. Theoverall motivation intensity of participants is middle and lowerlevel. The whole English level of participants is not high.2. Meansof females in internal interest, social responsibility and personaldevelopment motivation ar

11、e higher than those of males, and thedifference is significant (p0.05). The overall motivation andmotivation intensity of females are higher than those of males, butthere is no significant difference between them. 3. Englishproficiency test scores have strong positive correlations withinternal inter

12、est, personal development, information mediamotivations and motivation intensity (p0.01), proficiency is alsopositive correlated to social responsibility motivation (p0.05).While test scores of students have negative correlations withachievement motivation.Based on the results of this research, thea

13、uthor proposes that teachers should try their best to cultivate anddevelop studentsintrinsic motivation, maintain and strengthenstudentsextrinsic motivation as well as create favorable learningsituations. Through the above means, motivations of students areexpected to be enhanced effectively and bet

14、ter teaching effect may beachieved. 更多還原【關(guān)鍵詞】 英語(yǔ)學(xué)習(xí)； 學(xué)習(xí)動(dòng)機(jī)； 動(dòng)機(jī)強(qiáng)度； 相關(guān)性；【Key words】 English learning； motivation； intensity；correlation；參考文獻(xiàn)：對(duì)學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和策略的探究學(xué)習(xí)動(dòng)機(jī)是指直接推動(dòng)學(xué)生進(jìn)行學(xué)習(xí)的一種內(nèi)部動(dòng)力,是激勵(lì)和指引學(xué)生進(jìn)行學(xué)習(xí)的一種需要,是學(xué)習(xí)活動(dòng)的推動(dòng)力。學(xué)生在學(xué)習(xí)活動(dòng)中有效學(xué)習(xí)的程序、規(guī)則、方法、技巧及調(diào)控方式稱為學(xué)習(xí)策略。了解學(xué)生.收錄數(shù)據(jù)庫(kù)：中文科技期刊數(shù)據(jù)庫(kù) 來(lái)源：廣西教育 2010 年 第 5 期作者：譚銀香 機(jī)構(gòu)：南寧市天桃實(shí)驗(yàn)學(xué)校

15、分層教學(xué)法對(duì)英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的影響研究教育部大學(xué)英語(yǔ)課程教學(xué)要求指出,大學(xué)英語(yǔ)教學(xué)要以學(xué)生英語(yǔ)綜合能力的提高為目標(biāo)。本文就如何在擴(kuò)招背景下對(duì)不同層次水平的學(xué)生進(jìn)行有效外語(yǔ)教學(xué),提高學(xué)生英語(yǔ)的整體水平這個(gè)問(wèn)題從分層教學(xué)的.收錄數(shù)據(jù)庫(kù)：中文科技期刊數(shù)據(jù)庫(kù) 來(lái)源：成功：教育 2011 年 第 9期 作者：梁小棟 張小皎 董旭 機(jī)構(gòu)：河北醫(yī)科大學(xué)基礎(chǔ)課教學(xué)部 河北石家莊論初中生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的激發(fā)英語(yǔ)是一門非常重要的學(xué)科，但許多學(xué)生在初中階段就對(duì)英語(yǔ)產(chǎn)生了厭倦或者恐懼，這嚴(yán)重影響了英語(yǔ)教學(xué)的效果。作為一名教師，如果不能對(duì)學(xué)生的學(xué)習(xí)動(dòng)機(jī)進(jìn)行有效地激發(fā)，是很難組織有效教學(xué)和促進(jìn)學(xué).收錄數(shù)據(jù)庫(kù)：中文科技期刊數(shù)據(jù)庫(kù)

16、 來(lái)源：當(dāng)代教育理論與實(shí)踐 2011年 第 9 期 作者：韓文健 機(jī)構(gòu)：西南大學(xué)教育科學(xué)研究所 重慶 400715技師學(xué)院學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型與強(qiáng)度技師學(xué)院學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類型與強(qiáng)度的研究的研究A A StudyStudy onon EnglishEnglish LearningLearningMotivationMotivation TypesTypes andand IntensityIntensity ofofStudentsStudents inin TechnicianTechnician InstitutesInstitutes【作者】 柳娜；【導(dǎo)師】 牛毓梅；【作者基本信息】 山

17、東大學(xué)， 英語(yǔ)語(yǔ)言文學(xué)， 2010， 碩士【摘要】 英語(yǔ)作為重要的交流工具,已經(jīng)滲入到現(xiàn)代社會(huì)的多個(gè)方面。學(xué)習(xí)動(dòng)機(jī)作為影響英語(yǔ)學(xué)習(xí)效果的關(guān)鍵因素,引起了語(yǔ)言習(xí)得研究者的較大關(guān)注。雖然國(guó)內(nèi)外學(xué)者已對(duì)學(xué)習(xí)動(dòng)機(jī)做了大量研究,但針對(duì)我國(guó)近幾年來(lái)新興出現(xiàn)并迅速發(fā)展的技師層次教育的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)研究卻極少。技師層次的學(xué)生應(yīng)該能看懂英文操作指令,英文說(shuō)明書,操作手冊(cè),具備接受前沿技術(shù)培訓(xùn),學(xué)習(xí)國(guó)外先進(jìn)技術(shù)等方面的能力。但目前技師層次學(xué)生的英語(yǔ)水平大多達(dá)不到上述要求。為了解這些學(xué)生的實(shí)際英語(yǔ)學(xué)習(xí)動(dòng)機(jī),作者著重研究以下三個(gè)問(wèn)題：(1)其英語(yǔ)學(xué)習(xí)主要的動(dòng)機(jī)類型和動(dòng)機(jī)強(qiáng)度；(2)性別對(duì)動(dòng)機(jī)類型及動(dòng)機(jī)強(qiáng)度的影響；(3)

18、英語(yǔ)學(xué)習(xí)成績(jī)與整體學(xué)習(xí)動(dòng)機(jī)和動(dòng)機(jī)強(qiáng)度之間的關(guān)系。針對(duì)這些問(wèn)題,作者對(duì)來(lái)自山東技師學(xué)院的 142 名技師層次的學(xué)生進(jìn)行了英語(yǔ)水平測(cè)試和問(wèn)卷調(diào)查?？紤]到學(xué)生的英語(yǔ)基礎(chǔ)相對(duì)薄弱,試卷采用的 2007 及 2008 年高考英語(yǔ)試卷(全國(guó)卷)的部分試題。問(wèn)卷采用的是高一虹教授(2003)設(shè)計(jì)的本科生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查問(wèn)卷。作者對(duì)所收集的數(shù)據(jù)進(jìn)行了描述性分析,均值比較及相關(guān)性分析等數(shù)據(jù)分析。得出如下結(jié)論：一、在內(nèi)在興趣、成績(jī)、學(xué)習(xí)情境、出國(guó)、社會(huì)責(zé)任、個(gè)人發(fā)展、信息媒介七種動(dòng)機(jī)類型中,個(gè)人發(fā)展、社會(huì)責(zé)任及信息媒介動(dòng)機(jī)是最主要的動(dòng)機(jī)類型。學(xué)生整體動(dòng)機(jī)強(qiáng)度為中下水平,整體英語(yǔ)水平不高。二、女生在內(nèi)在興趣、社會(huì)責(zé)

19、任、個(gè)人發(fā)展三種動(dòng)機(jī)上均值高于男生,且差距具有顯著性(p0.05)。女生在總動(dòng)機(jī)及動(dòng)機(jī)強(qiáng)度上均值高于男生,但這種差距不具備顯著性。三、內(nèi)在興趣動(dòng)機(jī)、個(gè)人發(fā)展動(dòng)機(jī)、信息媒介動(dòng)機(jī)及動(dòng)機(jī)強(qiáng)度與學(xué)習(xí)者學(xué)習(xí)成績(jī)呈明顯正相關(guān)(p0.01),社會(huì)責(zé)任動(dòng)機(jī)與學(xué)習(xí)者學(xué)習(xí)成績(jī)也呈正相關(guān)(p0.05)；而成績(jī)動(dòng)機(jī)與學(xué)習(xí)者的學(xué)習(xí)成績(jī)呈明顯負(fù)相關(guān)(p0.01)。這說(shuō)明片面追求分?jǐn)?shù)、成績(jī)動(dòng)機(jī)越強(qiáng)、反而實(shí)際努力程度越低。情境動(dòng)機(jī)與學(xué)習(xí)者學(xué)習(xí)成績(jī)之間沒(méi)有相關(guān)性?；诒敬窝芯康慕Y(jié)果,作者提出教師應(yīng)從培養(yǎng)并發(fā)展學(xué)生的內(nèi)在動(dòng)機(jī),保持并強(qiáng)化學(xué)生的外在動(dòng)機(jī),以及創(chuàng)造有利的學(xué)習(xí)情境這幾方面入手,有效地提高學(xué)生的學(xué)習(xí)動(dòng)機(jī),以求達(dá)到更好的教

20、學(xué)效果。 更多還原【Abstract】 As an important communication tool, English haspenetrated into many aspects of modern society. Viewed as a keyfactor that influences English learning effect, motivation hascaptured great attention of language acquisition researchers.Although there have been considerable researche

21、s related tomotivation home and abroad, the researches on English learningmotivation of students in technician institutes are few. Technicianlevel students are expected to understand English prompts,instructions, manuals, etc. and have the competence to receive theleading technical training and lear

22、n advanced technologyabroad.However, in the present, English levels of most students intechnician institutes can not meet the above requirement. In order toknow about their practical English learning motivation, the authorfocused on the following research questions:(1) the major motivationtypes and

23、intensity; (2) the effect of gender on motivation types andintensity; (3) the effect of English proficiency on motivation typesand intensity.Aiming at these questions, the author made an Englishproficiency test and a questionnaire among 142 students from ShandongTechnician Institute. The questionnai

24、re adopted in this survey isdesigned by professor Gao Yihong (2003), which is to investigateEnglish learning motivation of undergraduates. The author makesdescriptive analysis, means comparison and correlation analysisaccording to the data collected. The findings are as follows:1. Amongthe seven typ

25、es of motivation, social responsibility, personaldevelopment and information media are the leading motivation. Theoverall motivation intensity of participants is middle and lowerlevel. The whole English level of participants is not high.2. Meansof females in internal interest, social responsibility

26、and personaldevelopment motivation are higher than those of males, and thedifference is significant (p0.05). The overall motivation andmotivation intensity of females are higher than those of males, butthere is no significant difference between them. 3. Englishproficiency test scores have strong pos

27、itive correlations withinternal interest, personal development, information mediamotivations and motivation intensity (p0.01), proficiency is alsopositive correlated to social responsibility motivation (p0.05).While test scores of students have negative correlations withachievement motivation.Based on the results of this research, theauthor proposes that teachers should try their be