大学生英语学习动机的研究英语专业毕业论文.docx

大学生英语学习动机的研究英语专业毕业论文.docx

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大学生英语学习动机的研究英语专业毕业论文

AStudyonMotivationofCollegeStudentsin

EnglishLearning

Abstract：

Basedontheconceptofthelearningmotivationanditsdevelopment,thispaperpointsoutsthemainfactorsinfluencingtheEnglishlearningmotivationinChinesecollegestudents。

Throughthemotivationalquestionnaireof60studentsinYinxingInternationalHospitalityManagementCollege，thisarticledrawsfromtherelatedscholars’andhistoricalreviews，andanalyzesthemainfactorsaffectingtheEnglishlearningmotivationofcollegestudentsfromthestudents'internal，socialandeducationalperspectives。

ThepurposeofthispaperistoputforwardfourstrategiestostimulatetheEnglishlearningmotivation.ThesefourstrategiescanhelpstudentsenhancetheabilitytolearnEnglishthat：

1）tocommunicatewiththeEnglishteachersactively,inordertoestablishagoodrelationshipbetweenteachersandstudents；2）toevaluateandattributereasonablythestudents’Englishlearning;3）toenhancetheirinterestinEnglishlearningthroughavarietyofways；4）todevelopstudents’senseofsocialresponsibilityandself—worth。

Keywords:

Collegestudents；Englishlearningmotivation；majorfactors；strategies

大学生英语学习动机的研究

摘要:

本文从学习动机的概念及其发展出发，着重研究了影响我国大学生英语的学习动机的主要因素。

论文通过对本校60名大学生英语学习动机的相关问卷调查，并借鉴相关学者研究的观点,从学生自身内部,社会和学校教育三个角度分析出了影响当今大学生英语学习动机的主要因素，旨在为大学生提出一些激发英语学习动机的策略.本文为激发大学生英语学习动机，帮助大学生提升英语学习的能力提出了四个策略:

1）要主动与英语老师沟通交流,以便建立一个良好的师生关系；2）要对自己的英语学习进行合理的评价及其归因；3）通过多种方式来提升自己对英语的学习兴趣;4）培养自身的社会责任感和自我价值观。

关键词：

大学生；英语动机；主要因素；策略

Contents

AStudyonMotivationofCollegeStudentsin

EnglishLearning

1.Introduction

Nowadays，Englishlanguagehasplayedanimportantroleintheworld，sointheuniversitylearningandmasteringEnglishalsobecomeacompulsorycourseinChina。

Englishisanimportanttoolforexchanginginformationandexpressinginnerthoughts。

TheelevationofEnglishlearningbasesonalongperiodwhichincludeslistening，speaking,readingandwriting。

Inordertolearnthislanguagebetter，thepropermotivationhasbeenregardedasthemostdynamicfactorsaffectingtheEnglishlearning。

JustasCorder（1981）putit,“givenmotivation，anyonecanlearnalanguage”。

Uptonow，manyresearcheshavebeenconductedtodescribeandanalyzethemotivationofcollegestudentsinEnglishlearning.

Theword“motivation”hasappearedinthebookin1930sofficially。

Motivationallevelisreflectedbythelearners’motivationalbehaviorandit’sinfluencedbymanymotivationalvariables.Inrecentyears，muchworkhasbeendonetoresearchintothemotivationalvariables。

Gardner（1972）andLambert（1972），aspioneersinthefieldofSLA,haveresearchedintomotivationmainlyfromsocial－psychologicaldimensionanddividedmotivationintointegrativemotivationandinstrumentalmotivation。

Inthe1990s，researchersofsecondlanguageshadnotonlyconductedresearchfromthisdimension，butalsointroducedsomeotherkindsofmotivationsandmotivationalvariablescomprehensivelyfrommanyotherperspectives.ManyChineselinguistshaveattachedgreatimportancetomotivationstudyinLEFLinrecentyears。

ThemainresearchonChinesestudents’EnglishlearningmotivationincludesLiuRunqingandhiscolleagues’studyof“TheMainDeterminantsofEnglishMajors’LanguageLearningSituation”（1991）.MostresearchtakesmotivationasoneofthedeterminantsoflanguagelearningachievementandinvestigatestheinfluenceofmotivationonEnglishlearning.

ButfewstudieshaveanalyzedthefactoreffectingthemotivationofcollegestudentsinEnglishlearningfromintrinsicandexternalperspective。

SothispaperaimsatresearchingthelearningmotivationofcollegestudentsinChina。

Anditanalyzesthemotivationalquestionnaireof60collegeEnglishlearners，andfurtheranalyzesofthemainfactorsaffectingEnglishlearningmotivationfromintrinsicandexternalperspectiveofcollegestudents。

ThelasttheauthorofferssomesuggestiononhowtostimulatethemotivationinEnglishlearning.

2.MotivationonEnglishlearning

Thischapterintroducesseveraldifferentfamousdefinitionsofmotivationandsomerecognizedclassificationsofmotivation.Whatwillbediscussedinthischapteristhetheoreticalbasisofthestudy.

2。

1Definitionsoflearningmotivation

ThewordofmotivationisderivedfromtheLatinterm“motivus”（amovingcause），whichsuggeststheactivatingpropertiesoftheprocessesinvolvedinpsychologicalmotivation。

Althoughresearchersacknowledgeunanimouslytheimportanceofmotivationinforeignlanguagelearning,sofartherehasbeennogeneralagreementonthedefinitionofmotivation。

Herearesomedefinitionsprovidedbysomespecialists.

Keller（Crookes&Schmidt,1991,p.219）definesmotivationas:

“thechoicespeoplemakeastowhatexperiencesorgoalstheywillapproachoravoid,andthedegreeofefforttheywillexertinthatrespect”.Thisdefinitionistoosimpleandgivespeopleaninitialideaaboutwhatmotivationis。

Gardner（1997）definesmotivationinhissocial-psychologicalmodelasreferringto“thecombinationofeffortplusdesiretoachievethegoaloflearningthelanguageplusfavorableattitudestowardslearningthelanguage”。

Heckhausen（Dornyei,1998，p。

43）seesmotivationasaglobalconceptforavarietyofprocessesandeffectswhosecommoncoreistherealizationthatanorganismselectsaparticularbehaviorbecauseofexpectedconsequences，andthenimplementsitwithsomemeasureofenergy,alongaparticularpath。

WilliamsandBurden（刘东楼，2002,p。

58）definemotivationas“astateofcognitiveandemotionalarousal，whichleadstoaconsciousdecisiontoact,andwhichgivesrisetoaperiodofsustainedintellectualinordertoattainaprevioussetgoals”。

HeZhaoxiong（高一虹，2003，p。

43）thinksmotivationas“aprogresswherebyacertainamountofinstigationforcearises，initiatesaction，andpersistsaslongasnootherforcecomesintoplaytoweakenitandtherebyterminateaction,oruntiltheplannedoutcomehasbeenreached”.

2。

2Theclassificationoflearningmotivation

Inthelightoftheviewsfromdifferentbranchesofpsychology,motivationisgenerallyclassifiedintotwotypes:

intrinsicandextrinsicmotivation，proposedbycognitivepsychologists，whichfocusonthereasonswhypeoplechoosetoactincertainways;andintegrativeandinstrumentalmotivation,initiatedbyRobertGardnerandWallaceLambert（1985）,whichrepresentsreasonsforstudyingthelanguage.

2。

2。

1Intrinsicmotivationandextrinsicmotivation

Cognitivepsychologistsclassifymotivationintotwotypes:

intrinsicandextrinsicmotivation.Intrinsicmotivationdealswithbehaviorperformedforitsownsakeinordertoexperiencepleasureandsatisfaction,suchasthejoyofdoingaparticularactivityorsatisfyingone’scuriosity.Whileextrinsicmotivationperformsabehaviorasameanstoanendthatisreceivingsomeextrinsicrewardortoavoidpunishment。

Thereasonmightberelatedtothetraitsofsituationalmotivation。

Thestudentsdominatedbythatmotivationareeasilyaffectedbytheexternalenvironment,suchasteachers，textbooks,ortheclassestheyarestudyingin。

Theirmosttypicalfeatureisthedependenceontheactualsituationtheyareinvolvedin，whichmeansiftheyaresatisfiedwiththeexternalenvironment,theywouldliketodevoteintothestudyofEnglish;otherwise,theywouldnot.

2。

2.2Integrativemotivationandinstrumentalmotivation

ThisfamousclassificationwasfirstlymadebyGardnerandLambert（1959）。

GardnerandLambertarepioneersinthefieldofSLA。

Integrativemotivationrefersthatthedesiretoachieveproficiencyinthetargetlanguageinordertoknowthetargetcultureandbeidentifiedinthetargetlanguagecommunity。

Theygetpleasureandsatisfactionfromthelanguageitself。

Theattractivecultureofthecommunityisanotherfactorthatdriveslearnerstolearn。

Integrativemotivationisanessentialrequirementforsuccessfullanguagelearning.

However,learningEnglishforcollegestudentsinChinaisacomplicateprocess.MostimportantexamsofentrancehavecertainrequirementsforEnglish,somecollegestudentslearningEnglishjustmeetthedemandoftests。

Nowadays，ourcompositesocietydemandsthesetalentswhocanmasterthemultipleworkingability.SostudytheEnglishlanguageistomakethegoodpreparationforsteepingintosocietyandseekingforasatisfiedjob.Abovethesemotivationcanbecalled“instrumentmotivation”。

3.TheresearchontheEnglishlearningmotivation

Inthischapter,theauthorwillintroducethesurveywhichincludespurpose，procedureandresults.Itanalyzesthemotivationalquestionnairesof60collegeEnglishlearners，whichmakespreparationforthenextchapterthatanalyzesthefactorseffectingtheEnglishlearningmotivation。

3。

1Descriptionoftheresearch

TheresearchofEnglishlearningmotivationincollegestudentsismadebyGaoYihongwhoistheprofessorofforeignlanguagedepartmentinPekinguniversity，whichisthelatestandgreatestachievementsforChinesescholarsinrecentyears。

TheauthordrawsthequestionnairefromGaoYihongprofessor（高一虹,2003）.Inthecourseofanalyzingtheresearch，percentagewascalculatedfromeachitemacrossallquestionnaires。

TheauthoranalysisthefactorsinfluencingEnglishlearningmotivationbasedonthepercentage。

Thisquestionnairewasmadeamong60studentsinYinxingInternationalHospitalityManagementCollege。

Itconsists30itemsintheGaoYihong’squestionnaire。

Therearefiveanswersontheeachquestion，whichuseda5-pointscale,withthefollowinganswer：

1（stronglydisagree）,2（disagree）,3（noclearanswer），4（agree）,5（stronglyagree）。

The30itemsaredividedintosixpartsbasedontheGaoYihong’sr