高职学生英语学习动机初探

动机是二语习得过程中的一个重要的个人因素,它直接关系着语言学习的效果和成败。本文从英语学习动机的含义及相关理论出发,在长期的教学实践基础上,对笔者所在高职院校的100名英语学习者展开调查研究,并分析总结高职学生英语学习动机现状,从而为今后英语学习动机衰竭因素及激发学生英语学习动机策略的研究提供依据。     

广西高校学生二语学习动机的实证调查——以泰语专业为研究对象

学习动机在很大程度上影响学习者的学习成效、主动程度以及克服困难的信心,因此对二语学习者学习动机的研究一直是外语教学研究的重点课题之一。本文将在Dornyei的外语学习动机模式理论及GardnerLambert提出的社会心理学模式的基础上,对广西地区高校泰语专业学生进行多维度的学习动机调研。通过对调研结果的实证分析,试图寻找到真正影响广西区内学生泰语学习动机的因素,期望能为现有的泰语教学模式和人才培养模式提供一些参考和借鉴。     

学习动机理论与第二语言习得

学习者差异的研究是第二语言习得研究中的一个重要方面,因为许多学习者的个体差异都影响学习的结果。其中动机就是一个重要的因素,是第二语言习得中备受关注的问题,在第二语言学习中占有重要地位。通过对动机的认识发挥其在外语学习中的作用,将有助于提高第二语言的习得和教学,获得理想的语言教学效果。     

第二语言学习中影响学习效能的非语言因素研究

影响第二语言学习的非语言因素长期以来为人们所忽视,随着语言教学理论研究的深入发展,对个体语言学习差异的非语言因素研究越来越受到重视。文章主要从三方面讨论了影响第二语言学习中影响学习效能的非语言因素：学习动机、学习机会和学习能力。成功的语言学习是多种学习因素以复杂的方式共同作用的结果。     

The Enhancement Effect of Learner Autonomy on Motivation in SLL

For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners’ motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research.     

一项关于外语学习动机的实证研究

外语学习研究主要有两条研究途径:一是针对外语学习本身特点的研究,二是关于英语学习者个体差异的研究。该文是一篇关于二语学习动机变化的实证研究。在该次研究当中,包括一份来自大一大二85个学生所作的调查问卷。它倾向于确定出一些外语学习动机的组成部分,探讨了在整个两年的大学教育对影响英语学习动机变化的原因。结果显示工具型动机在外语学习情景方面起着至关重要的作用。     

动机衰竭理论研究现状

动机衰竭是外语学习者普遍存在的现象。通过回顾国内外动机衰竭的研究历史及成果发现,无论在二语还是外语学习中,教师是导致学生动机衰竭的主要因素之一,这为帮助学生克服动机衰竭,激发学生学习动机提供了新思路。     

语言型大学学生二外日语学习动机与成绩的相关性研究

动机是影响二语学习诸个体因素中最具能动性的因素,对于语言学习的结果具有较强的预测性。本研究运用定量研究的方法,以语言型大学二外日语学习者为对象,进行问卷调查,通过因子分析和多元回归分析考察语言型大学二外日语学习者的学习动机与成绩之间的相关性。研究结果显示:考试竞争型、兴趣型及成就型动机与成绩呈明显的正相关,而盲目从众型动机对成绩呈负相关。     

高职学生外语学习动机研究

动机是影响外语学习成败的关键因素之一,受诸多因素的影响,高职学生的外语学习动机错综复杂,文章从语言、学习者和学习情景等三个不同层面对其进行分析,并探讨了外语教师如何激发学习者的外语学习动机,以充分发挥学生在外语学习中的主体作用。     

A Brief Review of Motivation for Second Language Learning

It is an increasingly popular trend in the language field that people become bilingual or even multilingual,which exposes the fact that people are strongly motivated to learn another language in addition to their mother tongue.A large-scale of research has confirmed that motivation,serving as the internal impulse and initiative taste for second language learning,is among on of the key factors in second language acquisition and learning.The paper reviews the recent available literature on motivation of second language learning from both theoretical and empirical perspectives,with the purpose of neatening the important theories and relevant empirical studies in the field of second language motivation.     

第二语言习得的个体差异因素分析及对策

在第二语言习得过程中,学习者个体差异因素诸如学习动机、性格、语言能力倾向、年龄因素、情感因素和学习习惯等对第二语言学习影响很大。为此,可采用以学习者为主体、合理对待语言输出、可理解语料的输入、目的语文化的介绍、分级教学等相应的教学策略,来提高学习者掌握所学语言知识的能力。     

留学生来华前汉语学习动机强度分析

本文运用定量研究的方法 ,以580名来华留学生为调查对象,分析了学习者汉语学习动机强度与动机类型之间的关系,以及学习者个体因素对来华前动机强度的影响。研究结果表明:1)整体来看,留学生来华前汉语学习动机强度不高;2)对学习者来华前动机强度产生影响的是他们的专业以及是否来华攻读学位。来华攻读学位的学习者、学习汉语专业的学习者,动机强度不如来华进修语言的学习者和非汉语专业的学习者;3)内在兴趣动机与经验动机对学习者来华前动机强度影响较大,尤其是学习者对汉字及中国影视书籍等文化产品的兴趣对其动机强度影响最大。     

Culture-specificity of teacher demotivation: Iranian junior high school teachers caught in the newly-introduced CLT trap!

Research has shown that lack of motivation on either students or teachers’ part negatively influences language learning. The latter case is a serious problem in this regard, since an unmotivated teacher will extinguish his learners’ enthusiasm and energy for learning. This study employed a mixed-method approach to investigate the demotivating factors for Iranian junior high school teachers. For the quantitative stage of the study, a questionnaire on demotivation was distributed among 105 participant teachers to find out the dominant demotivating factors. In the qualitative stage, and in order to gain a better picture of the salient demotivating factors and the reasons behind them, a set of semi-structured interviews with 10 volunteer teachers were conducted. The results indicated that lack of social recognition and respect, few adequate rewards, lack of supports or understanding regarding English education, and a large number of students in a single English class were the major demotivating factors for Iranian teachers. In the interviews, it was found that the participants perceived the first two items as specific to Iranian educational context. Finally, the implications for policy-makers and material developers and suggestions for future researchers are discussed.     

Social and cognitive factors influencing the reading comprehension of Arab students learning Hebrew as a second language in Israel

This study investigated the relationship of the attitudes and cultural background of Arab students in Israel to their reading comprehension of stories from Jewish and Arab culture. Participants were 74 eighth-grade Arab students (age 14–15 years) from Israel, learning Hebrew as a second language (L2). An attitude questionnaire, stories from Arab and Jewish culture and multiple-choice questions about each story were used. Results indicated that students scored higher on tasks of reading comprehension with texts from their own cultural setting than with texts from a culturally unfamiliar setting. Furthermore, results of the attitude questionnaire showed that motivation of Arab students to learning Hebrew was primarily instrumental rather than integrative. A conclusion of this study is that problematic social contexts negatively affect L2 learning of minority students. In order to facilitate Hebrew L2 learning, L2 curricula should include Hebrew language texts with content culturally familiar and relevant to the life of Arab learners.     

Learning English as an L2 in the Global Context: Changing English,Changing Motivation

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.     

归因理论视域下影响二语习得的非智力因素探讨

外语学界一直关注二语习得的效果问题,并针对外语学习特点注重改进教学方法和学习策略积极加以应对。二语习得的过程是一个非常复杂的过程,影响因素颇多。在二语习得过程中,更应关注学习主体本身潜在因素的挖掘,重视其内在潜能的激发和利用。归因理论提出的不稳定因素更会增强失败者成功的希望的主张对研究二语习得的影响因素提供了借鉴。通过调查分析,二语习得成败与非智力因素关系紧密,学习主体自我效能判断、动机认知因素、情感因素、意志调节因素等不稳定的非智力因素都是二语习得取得成功的关键因素。只有加强对这些非智力因素的控制,才能取得二语习得的最佳效果。     

制约农村生源大学生外语学习成效的情感因素

学习动力、态度、自信心等情感成分在外语学习中具有不可低估的作用。参照以往该领域的研究成果及通过问卷调查,可以找出制约农村生源的高校学生英语学习成效的一些情感因素,从而为处理这些情感因素探寻对策,如树立城乡学生平等意识、融文化因素于外语教学及创造和谐的外语学习氛围等,最终达到培养学生积极情感,提高他们外语学习的成效。     

焦虑对二语习得的影响及教学启示

自七十年代初期开始,外语教学中研究的焦点已由＂如何教＂转到＂如何学＂,因而很多学者都在探究学习过程中的主体——学习者这个变量,外语学习焦虑则是最引人注目的研究之一。现在已经有大量的研究表明外语焦虑和学习成绩之间存在相关性,但对于教学的启示还不够充分,作者希望通过本文能够对外语教学实践产生积极的影响。     

浅析英语学习的动机及其策略选择

动机被认为是第二语言习得的关键因素.正如Corder所言“只要有动机,任何人都能学习外语”.文章分析了动机的来源以及大学生学习英语的主要动机,同时也论述了教师如何通过教学内容和方法来提高、保持学生学习英语的动机。