闵璇的论文.docx

闵璇的论文.docx

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闵璇的论文

Acknowledgements

Ishouldattributethefulfillmentofthisthesistothehelpandencouragementofallthepeopleinvolved.

Mydeepestgratitudeandutmostadmirationfirstgoestomysupervisor,AssociateProfessorWangWenling,whoseinsightfulguidance,generousencouragementandvaluableacademicinstructionshavegivenmethesparkleofformulatingthisthesis,thementalityoffollowingthecorrectmethodtodoresearch,andthecourageofcompletingtheoutputofmywork.MysincereappreciationalsogoestoProfessorLinYupeng,whohasgivenmestraightforwardcommentandinvaluablesuggestionsontheselectionofthetitleandthemethodsofdoingmyresearchofmythesis.

HeartfeltthanksshouldalsobeconveyedtoProfessorsRenJingsheng,andHanJianghong,WangHua,ZhaoSumeiforgivingmetheopportunitytopresentmyideasoutoftheirbusyschedulesandsharingwithmetheirwideknowledgeandunderstandingoflanguageandresearch.Everytalkwiththemwouldalwaysclearupmypuzzlesandfillmewithendlesspower.

Inmystudies,Ihavealsobenefitedalotfrommydearclassmatesandfriends,especiallyChenQin,ChenLiliandWenQiuyingwhoseconstructivesuggestionshavegivenmegreatenlightenmentabouttheideasofthefinalthesis.

Sinceregratitudeisalsoconveyedtoalltheotherteachersandtheadministrativefacultiesofourdepartment,whohaveofferedtheirkindhelptome.

IwouldalsoliketothanktheteachersandthestudentsfromHefeiUniversityofTechnology,fortheirkindcooperationwithfillinginmyquestionnaireandthevaluableinformationprovidedintheinterview.

Myultimategratitudeisreservedformybelovedfamilymembers,whohavebeensupportingmethroughallthetime,encouragingmewheneverIencounterdifficulties,andprovidingmewithtremendoushelp.Allthesehavemadethisthesispossible.

非英语专业大学生学习动机变量的实证调查

及教师相应激发学习动机的课堂管理策略

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。

它对外语学习的全过程及学习结果起着至关重要的影响。

英语教师在课堂上经常会发现一些缺乏或失去学习动机的学生，这些动机问题影响了外语教学与学习的效果,然而中国目前的外语学习动机研究多侧重于动机的重要性的研究,对于外语教与学中存在的动机问题的影响因素,教师对学习者学习动机的影响以及教师从教学课堂管理策略上激励学生的动机基本没有涉及。

基于日前外语教与学中存在的动机问题和学习动机的研究现状，本论文拟从大学英语教师的角度来调查研究在英语教学课堂上影响非英语专业大学生的学习动机的变量,并探索英语课堂教学中激励学生学习动机的相应的管理策略。

本文介绍了相关的动机理论以及这些理论对外语学习和教学的启示，从理论上分析了学习动机的重要性;同时引入了国内外课堂管理研究的成果.课堂管理的基本内容就是对课堂上主客体的行为,课堂环境和课堂活动的管理.教师作为课堂管理的主体,必然要提高整个课堂教学与学习过程的效果,而学生的动机对于外语学习的全过程及其结果又起着至关重要的影响.遗憾的是目前我国大部分的英语教师并没有对学生的学习动机及其影响因素给予足够的重视.即使有的教师意识到了学习动机的重要性,并且在课堂上临时应用了一些激励学生学习动机的策略,但是很少有人采取系统的课堂管理策略来提高学生的学习动机.除此之外,在我国的大学英语课堂教学的过程中,教师要在一个完全不同的语言环境和文化背景下来激发,提高,维持学生的学习动机,以此来提高学习效果.这必然要求教师在课堂上采取更加具体更加科学的管理技巧.本文采用问卷调查和一系列的师生访谈的方法，对英语学习者的学习动机类型和影响动机的因素进行研究，运用SPSS11.5对采集的数据进行相关因素分析后，结果发现教师课堂上的行为,学生的学习态度和课堂环境与学习者的学习动机有着密切的联系.在理论分析和调查研究的基础上,结合自己的英语教学实践,本文提出了在大学英语教学的课堂中,教师如何运用管理策略通过对自身以及学生的课堂行为,课堂环境,课堂活动和学生情感方面的管理来激发、提高和维持学习者学习动机.本文的不足之处在于问卷调查的样本相对较少，所收集的数据有一定的局限性，还有待以后更广泛深入的调查研究和分析.

关键词:

动机理论,动机变量,实证调查,课堂管理策略

EmpiricalInvestigationofnon-EnglishMajorCollege

Students’MotivationalVariablesandTeachers’CorrespondingMotivation-stimulatingClassroomManagementStrategies

Abstract

Motivationisoneofthemostimportantaspectsoflearners’psychologicalfactorsandindividualdifferencesinlearningaforeignlanguage.Ithassignificantinfluenceonthewholeprocessandoutcomeoftheforeignlanguagelearningandteaching.StudentsinmanyuniversitiesinChinaoftenfailtoreachtheirfullpotentialasEnglishlanguagelearnersduetolowmotivation.Themotivationalproblemspreventthelanguageteachingandleaninggoingsuccessfullyandeffectively.However,thecurrentresearchesonlanguagelearningmotivationinChinamainlyfocusontheimportanceofmotivation,andnearlynostudiesconcernteachers’classroommanagementinfluenceonlearners’motivationandtheeffectiveclassroommanagementstrategiesinELTclassroom.BecauseoftheexistingmotivationalproblemsinEnglishteachingandlearning,andthepresentsituationofmotivationresearches,thispaperintendstoexploresomeoftheEnglishlanguageteachingvariablesinfluencingcollegenon-Englishmajors’motivationintheclassroom,withthefocusonteachers’roleinpromotingstudents’learningmotivation,andseekforthemanagementstrategiestomotivatethelearnersforteachersthataresuitabletothepresentsituationofcollegeEnglishclassroomteaching.

Thispaperpresentsthemotivationtheoriesandtheirimplicationsinlanguageteachingandforeignanddomesticresearchachievementsinclassroommanagementstudies.Thescopeofclassroommanagementincludesthemanagementofclassroompeopleandtheirbehavior,managementofclassroomsettingandmanagementofclassroomactivities.Asthesubjectofclassroommanagement,teachersaresupposedtoadoptcorrespondingstrategiestoimprovethewholeclassroomteachingandlearningprocess.IntheChinapresentEnglishteachingandlearningclassroom,theteachersarechallengedbysomeunmotivatedordemotivatedlearners.MostoftheChinesecollegeEnglishteachersfailtopayenoughattentiontothestudents’motivationsandtheimportantmotivationalvariables.Moreover,evenifsomeofthemhaverealizedthesignificanceoflearningmotivation,andhaveappliedcertainmotivationalstrategiesoccasionallyinclass,veryfewofthemhaveintheirmindasystematicwayofimprovingstudents’motivationfromclassroommanagementstrategies.However,morespecificandscientificteacherresponsibilitiesareproposedinthepresentsituationofcollegeEnglishclassroomteaching.CollegeEnglishteachersarerequiredmuchmorespecificandscientificmanagementeffortswhileteachinganotherlanguageinacompletelydifferentlinguisticandculturalbackground.Aquestionnairesurveyandinterviewsweremadewiththeaimofidentifyingthelearners’motivationtypeandmotivationalvariables,especiallythevariablesrelatedtoteacher’behaviors.Quantitativeresearchmethodisusedinthesurvey.TheSPSS（StatisticalPackageforSocialScienceforWindows）11.5analysisofthecollecteddatashowsthatteachers’influence,studentsattitudesandtheinfluenceofclassroomsettinghaveacloserelationshipwiththelearners’motivationtolearn.Basedontheanalysisofmotivationtheories,thefindingsofthewriter’ssurveyandteachingpractices,somestrategiesareputforwardtomanageclassroombehavior,classroomtimeandactivity,classroomphysicalenvironmentandclassroomstudents’emotiontoinitiate,increaseandsustainlearners’motivationtolearnintheELTclassroom.Owingtothelimitationintherelativelynarrowsamples,furtherstudiesintheeffectiveclassroomstrategiesshouldbeconducted.

Keywords:

motivationtheories,motivationalvariables,empiricalinvestigation,classroommanagementstrategies

Contents

Chapter1Introduction1

1.1Introduction1

1.2PurposeofthePresentStudy2

1.3LayoutoftheThesis3

Chapter2LiteratureReview4

2.1Introduction4

2.2ResearchesRelevanttoMotivation4

2.2.1DefinitionofMotivation5

2.2.2BehavioristView6

2.2.3CognitiveView6

2.2.4HumanistView7

2.2.5TheoriesofMotivationinForeignLanguageLearning8

2.2.6MotivationResearchesinChina12

2.3ResearchesRelevanttoClassroomManagementStrategies13

2.3.1DefinitionofClassroomManagement14

2.3.2ModelsofClassroomManagement15

2.3.3ClassroomManagementResearchesinChina16

2.4LimitationsArisingFromLiteratureReview17

Chapter3ResearchDesignandDiscussion18

3.1Introduction18

3.2ResearchDesign18

3.2.1ResearchQuestions19

3.2.2Subjects19

3.2.3Instruments20

3.3ResultsandDiscussion21

3.3.1MotivationTypes21

3.3.2VariablesInfluencingStudents’MotivationinELTClassroom22

3.4LimitationsofStudy30

Chapter4PromotingStudents’MotivationbyTeachers’Classroom

ManagementStrategies31

4.1Introduction31

4.2Teachers’ClassroomBehaviorManagementStrategy32

4.3Teachers’ClassroomTimeandActivityManagementStrategy34

4.4Teachers’ClassroomPhysicalEnvironmentManagementStrategy36

4.5Teachers’ClassroomEmotionManagementStrategy37

Chapter5ConclusionandSuggestions40

Bibliography44

AppendixI49

AppendixII52

AppendixIII52

ContentsofTables

Table2-1Dörnyei’sthree-levelcategorization11

Table3-1Demographicinformationabouttheparticipantsinvolved

inthepresentstudy19

Table3-2Motivationconstructofnon-Englishmajors22

Table3-3Subjects’attitudestowardEnglishclass22

Table3-4Correlationsofsubjects’attitudesandeffortexerted24

Table3-5Motivationintensity24

Table3-6Influenceofteacher’sattitudetostudents’achievement25

Table3-7Influenceofteacher’sattitudeonstudents26

Table3-8Influenceofteacher’sencouragementandfeedback27

Table3-9Students’participationinclassactivities28

Table3-10Students’anxietyinclassroom29

Table4-1Therelationbetweenstudents’motivationandtheteacher’s

managementstrategies32

Chapter1Introduction

1.1Introduction

Motivationisoneofthemostimportantfactorsinpromotingpeople’sbehaviors.Itspowerfulinfluencealsoextendsintolearning,andthereisnoexceptionintheforeignlanguagelearning.Theimportantthingisnothowmuchthatlearnersshouldbetaught,butthatlearnersshouldbegiventhewishtolearn.Allsuccessfulteachingdependsuponlearner’slearning.Thereisnopointinprovidingentertaining,lively,well-constructedlanguagelessonsiflearnersdonothavethewishtolearn.Somotivationisregardedasoneofthemostimportantfactorsininfluencinglearners’learningefficiencyandithasbeenprovedtohaveagreateducationalsignificance.Numerousstudiesandexperimentsinhumanlearninghaveshownbythewesternresearchersthatmotivationiscrucialtolearning（Gardner,1985Gar