略探激发学生学习的内在动机以增城学院经济系学生为例学位论文.docx
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略探激发学生学习的内在动机以增城学院经济系学生为例学位论文.docx
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略探激发学生学习的内在动机以增城学院经济系学生为例学位论文
Abstract
Withthedevelopmentofsociety,economics,technology,Englishhasbecomeamoreandmoreimportanttoolofcommunication.Atthesametime,facingtheopportunitiesandchallengesofferedbytheglobalization,Chinaisinthegreatestneedofprofessionaltalentswho,alongwiththeirownmajors,haveagoodcommandofEnglishastheirsecondlanguagetocommunicatewithdifferentpeopleindifferentfieldsofinternationalexchange.Thus,EnglishteachingishighlyexpectedtocontributetotheChineseeducationsystemandmotivatingthewholeatmosphereforChinesestudentsespeciallythosefromtheprivatecolleges.
Economyisrelatedtopoliticsandtechnology.Andnowitistheageoftheeconomicglobalization.TherequirementforstudentstouseEnglishhasbeenimproved,especiallyeconomicmajors.Inourcountry,manyinstitutesofeconomieshavebeenusingEnglishtogiveclassesinmanykeyuniversities.Thoughtithasnotbeenextendedinourcollege(ZengchengCollegeofSouthChinaNormalUniversity),thestudentsneedtoimprovetheirEnglishskillswhichwilllendahandtotheirjobhuntingandself-studying.
Allbehaviorsoflearningarebroughtaboutbylearningmotivation.Therefore,ithasbeenstudiedforalongtime.Thesefewyears,manyresearchersreportthattheEnglishlearningstateofcollegestudentsisverydisappointing,especiallyeconomicmajorstudents.SomeofthemlackEnglishlearningmotivation.However,Englishlearningseemsmoreandmoreimportantwiththedevelopmentofsociety.Nowadays,manycareerssuchascomputertechnicians,websiteeditors,orevensellersneedEnglishskills.Infact,ifyouwanttotakepartinabettercompany,youshoulddowellinEnglish.Inaword,sincemanystudentshavenotbuiltuparightEnglishlearningmotivation,theyfailinstudyingEnglish.What’smore,learningmotivationcanbedividedintointegrativemotivation,instrumentalmotivationandothermotivations.Studentshavemanytimestostudybythemselves,intheuniversity,butwecan’tignorethetimeinclass.Fromtheresultsofrecentstudy,manyscholarsemphasizeroletransitionofteachersintheclass.Asaresult,howtostimulatestudents’learningmotivationinlimitedtimeofaclassismoreandmoreimportant.Learningmotivationisinherent.Itisakindofpsychologicaltendencyorabilitywhichisexpressedinapositivepsychologicalstateandafavorablestudyenvironment.Therefore,thedissertationwillfocusonthestimulatingintrinsicmotivation;takeanexampleatnon-Englishmajorincollege.
Keywords:
learningmotivation;economicmajor;stimulate;intrinsicmotivation
摘要
随着社会,经济,科技的日益发展,英语已经成为一种日益重要的交流工具。
同时,面临着全球经济化所带来的机遇与挑战,我国急需大量拥有丰富专业知识和技能,并且能够熟练地使用英语进行沟通。
因此,我们迫切需要培养这样的复合型和实用型的人才。
经济与政治,科学息息相关,经济类专业要求学生的英语水平也逐渐提高。
我国大部分重点本科的经济类专业已经有全英教学的课程。
我院(华南师范大学增城学院)经济类专业虽然还没有推广全英教学,但如果这类专业的学生能够掌握基础的英语知识,并能够熟练地运用英语沟通。
这将会提高经济类专业学生日后的就业竞争能力和自主学习专业知识的能力。
许多调查表明当代大学生学习英语的动机倾向已不能单一地归纳为是融合性动机倾向或者工具性动机倾向,很多时候是这两方面的结合。
本文选择了独立学院经济类专业学生作为探究的对象。
虽然在大学里,学生自主学习的时间居多,但也不能忽略课堂的时间。
从近年研究结果看来,越来越多的研究者强调老师在课堂上角色的转换,因此教师如何利用课堂有限的时间激发学生学习的兴趣越来越重要。
本文利用调查问卷,面对面访谈等方法,真实反映华南师范大学增城学院经济类专业学生学习英语的现状,并针对其喜好习惯提出激发学习英语动机的方法。
关键词:
学习动机;经济类专业;激发;内部动机
Contents
Abstract-ⅰ-
摘要-ⅱ-
1.Introduction1
1.1Rationale1
1.2AimandObjective1
1.3Organizationofthepaper2
2.LiteratureReview3
2.1Motivation3
2.1.1Definitionoflearningmotivation3
2.1.2Theimportanceofmotivation3
2.2Typesofmotivation4
2.2.1Extrinsicmotivation4
2.2.2Intrinsicmotivation4
2.2.3Previousstudiesofextrinsicmotivationandintrinsicmotivation4
2.2.4Instrumentmotivation4
2.2.5Integrativemotivation5
3.ResearchMethodology6
3.1Researchquestion6
3.2Subjects6
3.3Instrument6
3.4Procedures6
4.ResultandDiscussion8
4.1Questionnaireresults8
4.1.1ResultsoftheQuestionnaire8
4.1.2AnalysisoftheresultsoftheQuestionnaire10
4.1.3TheanalysisofthemotivationforEnglishlearning10
4.2Studentinterviewresults10
4.2.1TheanalysisofthedirectreasonsofEnglishlearningmotivation11
4.2.2TheanalysisofhowateacheraffectingtheEnglishlearningmotivation11
5.Conclusion13
5.1Majorfindings13
5.2Pedagogicalimplications13
5.3Limitationsandsuggestions14
Workingreferences15
Appendix17
AppendixA:
ASampleofQuestionnaireItems17
AppendixB:
ASampleofInterviewtitle18
Acknowledgments19
1.Introduction
1.1Rationale
SecondLanguageAcquisitionhasbeenanindependentsubjectinthe1970s.Inthepast30years,thestudycenterofSecondLanguageAcquisitionhadmovedfromexploringmethodsofteachingtoMultivariableresearch.Multivariableresearchcanbedividedintotwoforms.Oneisstudyinglearners’psychologicalprocesswhentheystudyasecondlanguage.Theotheroneisstudyinglearners’individualdifference.Learners’individualdifferenceisthemostimportantpartofresearching(Skeham,1989.)However,amongfactorssuchasage,languageaptitude,learningstrategiesandmotivation,learningmotivationisoneofthemostinitiativefactors.From1950s,motivationresearchiscloselycombinedwithstudy,manyresearcherslikeAtkinson(1966)raisedAchievementMotivationTheory,Weiner(1970)raisedRetirementEffectTheory,itmademotivationresearchmovefurtherwithsocialpsychology,sociologyandacknowledge.After90s,researchesofGardner(1985)andLambert,Clement(1990)werefrompsychologicalperspective,andfromthenon,itledalargenumberoffollowers.Deci(1985)andRyan(1995)putforwardAHeartMotivationTheory--Self-DelaminationTheory.
Chomsky(1988:
181)everstressestheimportanceofstimulatingthelearner’smotivation,“thetruthofthematteristhatabout99percentofteachingismakingthestudentsfeelinterestedinthematerial.Throughoutallthekeyfactorsthatgivethemostinfluentialimpetustotheteachers,learningmotivationmaybetheuniqueone.Itseemsthatlearningmotivationismorelikelytohappenwheneverwearedeterminedtolearnsomething.Therefore,stimulatingthelearnershouldbethetoppriorityoftheforeignlanguageteacher’stask.InChina,studyingmotivationresearchcanbedividedintotwostages.From80sto90s,researchofmotivationwasjustbudded.Manydomesticscholarsimportedtheoryfromoversea.First,theyintroducedandtranslatedthosetheories,andthen,discussedandpublishedworks.Manybooksandpaperssawmotivationasanimportantfactorofsocialpsychological.Andtheymainlystudyintheeffectofmotivation.Thesecondstageisfrom90stonow.Duringthisstage,researchersnomorebeinglimitedtosinglesocialpsychological,theystudyitfromphysiology,behaviorism,acknowledgeandsociology.Atpresent,therearetwotendenciesofresearchingmotivation.Oneisdiscussingcomponentsofmotivationintheory.Theotheroneisdiscussinginnerstructureofmotivationbyempiricalmethod.Withdevelopmentofsociety,manyscholarsfocusonlearners’emotionalfactorsandmotivationresearch.Theyhavebegunstudylearner’sindividualcharacterdifference.
1.2AimandObjective
Thisstudyaimstofindouttheeffectivewaytodevelopeconomicmajorstudents’motivationinlearningEnglish.Ingeneral,thestudyhasthefollowingthreesubjunctives:
(1)toinvestigatetheexistingsituationoflearningasecondlanguageofeconomicmajorstudents.
(2)tofindoutsomeeffectivemethodstoovercomestudents’negativethinking,emotionandbehavior.(3)todrawusefulimplicationsoftrainingeconomicmajorstudents’motivation
Tobespecific,thisstudyattempttoanswerthefollowingthreequestions:
(1)whatistheexistingsituationoflearningEnglishofeconomicmajorstudents?
(2)Whatistheeffectiveoftrainingmotivationoflearning?
(3)Whatusefulimplicationsoftrainingmotivationoflearningcanbedrawn?
1.3Organizationofthepaper
Thispaperisdividedintofivechapters.Chapteroneservesasanoverallintroductiontotherationaleandaimofstudy.Chaptertwoisanoverviewofthetheoriesandstudiesrationaletomotivation.Chapterthreedescribestheresearchmethodology,includingresearchquestions,subjects,design,instruments,datacollectionandsoforth.InChapterfourtheresultoftheinvestigationandexperimentwillbepresentanddiscussedobjectivelyandindetail.Finally,Chapterfiveisdevotedtotheconclusioninwhichwewillputforwardthemajorfindingandimplicationsofthestudy.
2.LiteratureReview
Inthischapter,wewillbrieflyintroducethetheoriesandstudiesconcerningmotivation,integrativemotivationandinstrumentalmotivation.
2.1Motivation
2.1.1Definitionoflearningmotivation
Theconceptofmotivationhasinterpreteddifferentlyastheoriesofpsychologywhichhaveadopteddifferentperspectives,andthetermhascometobeusedindifferentwaysbydifferentpeople.AccordingtoWilliamsandBurden(1997)theword‘motivation’isonlymeaningfulinrelationtoaparticularaction.Morethanthat,theconceptofmotivationiscomposedofmanydifferentandoverlappingfactorssuchasinterest,curiosity,oradesiretoachieve.Theseinturnwilldifferindifferentsituationsandcircumstances,andalsobesubjecttovariousexternalinfluencessuchasparents,teachersandexams.Thusanydiscussionofmotivationisinevitablycomplicated.
Learningmotivationmeansthatstudentsfindoutitismeaningfulandvaluabletostudy,andtheytrytheirbesttogetexpectedlearningbenefits.AsBrophysaid,itisacognitivereaction,anditinvolvesgettingmeaningofanactivity,understandingknowledgewhichitinvolves,andgraspingskillswhichitpromotes.(Brophy,1983;Brophy&Kher,1986)
Learningmotivationisinherent.Itisakindofpsychologicaltendency
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- 关 键 词:
- 激发 学生 学习 内在 动机 增城 学院 经济系 学位 论文