小学生英语学习动机的研究及其启示.docx

小学生英语学习动机的研究及其启示.docx

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小学生英语学习动机的研究及其启示

AStudyofPrimarySchoolStudents’EnglishLearning

MotivationandItsImplications

小学生英语学习动机的研究及其启示

学区：

乌鲁木齐市天山区

学校：

第四十四小学

教师：

廖小雪

时间：

2014年9月28日

Contents

Chapter1Introduction

1.1Thebackgroundofthisstudy

1.2Thesignificanceofthisstudy

Chapter2Theoreticalfoundation

2.1Definitionsofmotivation

2.2Theoriestolearnaforeignlanguage

2.2.1Gardner’smotivationtheory

2.2.2Multiplemotivationtheoriesin1990s

2.2.3Schumann’sneurobiologicalmodel

2.2.4Dornier’sformulationofthree-levelcategorization

2.3literaturereview

Chapter3Researchdesignandfindings

3.1Purposeofthesurvey

3.2Subjectofthesurvey

3.3Instrumentofthesurvey

3.4Resultofthequestionnaire

Chapter4Implicationsandsuggestionsforteachers

4.1Investigatepupils’motivationkindsperiodically

4.2Suggestionsfromteachersandteachingmethodaspect

4.3.Suggestionsfromteachingsyllabusandteachingmaterialaspect

Chapter5Conclusion

Abstract

Motivationisconsideredbyoneofthemaindeterminingfactorsofsuccessindevelopingasecondorforeignlanguage.Inthecourseoflearningforeignlanguages,studentswithstrongmotivationcanalwaysmakegoodachievementswhilestudentswithoutintrinsicmotivationareoftenlosersoflanguagelearning.However,inlotsofareasofChinaatpresent,foreignlanguageteachingstillcarriesontheoldtraditionalways.Teachersareregardasthecentrepoint,whilestudents'decisivefunctionsareignoring.Sowhatisthemotivation?

Whatshouldateacherdoinordertostimulatemiddleschoolstudents'Englishlearningmotivation?

Andhowtomotivatestudents’motivationisthecommonissuemetbyallEnglishteachersandlearnersanditisalsothemaincausetodothisresearch.

Thisthesisconsistsoffivechapters，ChapterOnediscussesthebackgroundandsignificanceofthestudy；ChapterTwofocusesontheliteraturereviewandtheories；ChaptersThreeshowsResearchdesignandfindings.ChapterFourprovidesomeimplicationsandsuggestionstoEnglishlearningandteaching.Lastchapteristheconclusion.

Finally,onthebasisoffindings,Iattempttoprovidesomesuggestionsonhowtopromoteandenhancestudents'motivation.Amongthesuggestions,IfocusonInvestigatepupils’motivationkindsperiodically,suggestionsfromteachersandteachingmethodaspectsuggestionsfromteachingsyllabusandteachingmaterialaspect.

Keywords:

Englishlearningmotivation,implications

摘要

学习动机对学生的英语学习起着至关重要的作用，在外语学习过程中，具有强烈动机的学生总是能取得好成绩，而缺乏内在动机的学生即使客观条件再好，也往往是语言学习的失败者，不可否认，动机是学习成败与否的关键因素。

然而当前在我国许多地区，外语教学仍然遵循着传统，以教师为中心，而忽视了学生决定性的能动作用。

因此，什么是动机？

如何培养和激发学生的英语学习动机?

是广大师生面临的一个普遍问题，也是我想对学习动机进行深入探讨的目的所在。

本文共五章，第一章阐述研究的背景、研究的意义；第二章回顾一些相关理论，如加德纳的外语学习理论，唐耶的外语学习动机三层说等作为研究的理论依据；第三章描述了研究方法和分析讨论了研究的结果；第四章提供一些启示和建议；最后一章结论部分概述全文并陈述本次研究的局限性。

总之，学习在外语教学中极为重要，不了解学生的学习动机，教师就不可能有效的调动学生的积极性，激发起学生学习外语的热情，没有学生参与的教学只能是失败的教学。

教师只有洞察学生的心理，了解其内在和外在的需求，强化其中合理有效的因素，才能更好的传授知识和技能，达到事半功倍的教学效果。

关键词：

英语学习动机启示

Chapter1Introduction

1.1Thebackgroundofthestudy

Nowadays,moreandmoreresearchersrealizethatlearnersshouldbeputinthefirstplace．Therefore，manyresearchesonthelearners’individualdifferencesareconducted．Amongtheindividualdifferences，motivationisregardedasoneofthemostimportantfactorsinsecondlanguagelearning.AndnoonecandenythatmotivationhasthemostpowerfulinfluencesonL2learning．JustasCoder（1989）pointsout,“Givemotivation，anyoneCanlearnalanguage”．Therefore，thebestwaytopromotelanguagelearners’learningeffectivenessandefficiencyistomotivatethemintherightdirectionandinthelongrun．Thusthisthesisistoconcentrateonthestudyandresearchoflearners’motivationofprimaryschoolinthehopeoffindingsomeimplicationstoimprovelearners’learning．

1.2Thesignificanceofthisstudy

Nowadays,inmanyareaofchina,foreignlanguageteachinghasfollowingtheteacher-centeredapproaches,neglectingtheactiverolethatlearnersplay.Alongwiththedevelopmentoflanguageteaching，thefocusofforeignlanguageteachinghastransformedfromlanguageknowledgetolanguagelearners．

Asweknowthatlearners’motivationmakesteachingandlearningimmeasurablyeasierandmorepleasant，aswellasmoreproductive.Sothisisthemostimportantreasontodothisresearch.

Chapter2Theoreticalfoundation

2.1Definitionsofmotivation

Whatismotivation?

Itisdifficulttodefineitinclearandsimpletermsbecauseitissomethingthatcanneitherbeseennorbeexactlymeasured.Andbythefollowingdefinition,readersmayknowthatmotivationincludesmakingchoicesandexertingefforts.

Gallowayoncedescribedamotivationmotivatedindividualasonewhowantstoachieveaparticulargoaldevotesconsiderableefforttoachievethisgoalandexperiencessatisfactionintheactivitiesassociatedwithachievingthisgoalinmotivationwereastraightforwardconceptitwouldbeuninteresting．（Gallowayeta1．1998：

42）．

CorokesandSchmidi（1991:

1996）definedmotivationisthelearner’sorientationwithregardtothegoaloflearningasecondlanguage.Motivationplaysanimportantroleindeterminingstudents’behaviorandlearning.

Dornier（1998）definedmotivationasa“processwherebyacertainamountofinstigationforcearises,initiatesaction,andpersistsaslongasnootherforcecomesintoplaytoweakenitandtherebyterminateactionoruntiltheplannedoutcomehasbeenreached”.Hisdefinitionlaysmoreemphasisonthedynamicnatureofmotivationandhisviewasaprocessandsuggestthatmotivationmaynotbestaticandcanbeweakenedorterminatedduringtheprocessofrealizingthefinaloutcome.However,thisdefinitionisnotlucidenoughinpointingoutthekeyelementsofmotivation.

WilliamsandBurden（1997）definedmotivationas“astateofcognitiveandemotionalarousal,whichleadstoaconsciousdecisiontoact,andwhichgivesrisetoaperiodofsustainedintellectualand/orphysicaleffortinordertoattainapreviouslysetgoal（goals）”.Thisdefinitionfitswithinasocialconstructivistframework.Alotofpeoplealsoveryagreewithhisopinion.

2.2Theoriesoflearningmotivation

2.2.1Gardner’smotivationtheory

AccordingtoGardner（1985），learningmotivationislearners’orientationwithregardtothegoaloflearningaforeignlanguage.InGardner’social-educationmodel（Gardner，2001）,twoclassesofvariablesinfluencelearners’learningmotivationmainly.Oneofthesevariablesis"integrativeness",whichreferstoanopenandpositiveattitudewhichregardforothergroupsaswellasthelanguagetheyspeak.Hisstudyincludes134questions.Itisquiteauthoritative,andtomeasurestudents’motivationfrom13latitudes.ItisassessedbythreemeasuresfortheATMB（Attitude／MotivationTestBattery）:

（a）attitudetowardthetargetlanguagegroup,（b）interestinforeignlanguage,and（c）integrativeorientation.Theotherclassofthesevariablesisidentifiedasattitudetowardlearningsituation"andisassessedbytwoAMTBmeasures:

（a）attitudestowardthelanguagecourseandattitudestowardthelanguageteacher（Gardner，2001）.

Gardner’smotivationaltheoryissoinfluentialthatalternativeconceptshavenotbeenseriouslyconsidered．Asaresult，otherrichandusefultheoreticalofferingsfromdifferentbranchesofpsychologyhavebeenbypassed．Since1990s，whenL2researchersstartedcallingforabroader,manyattemptshavebeenmadetointroduceothertheoriesfromdifferentbranchesofpsychology（eg:

Iximyei,1994,Oxford&Shearin,1994）.

2.2.2TremblayandGardner’srevisedmodel

TremblayandGardner（1995）extendthesocialpsychologyconstructofsecondlanguagelearningmotivationbyincorporatingnewelementsfromexpectancy-valueandgoaltheory.Thenovelelementistheinclusionofthreemediatingvariablesbetweenattitudesandbehavior：

goalsalience，valenceandself-efficacy.

Tosomeextent,itcouldbesaidthatallotherfactorsinvolvedinL2acquisitionmayhasthepresupposemotivation.Thus,themodeloffersasynthesisofGardner’searlier,sociallygroundedconstructandrecentcognitivemotivationaltheories,anddemonstratesthatadditionalvariablescanbeincorporatedintoGardner’stheorywithoutdamagingitsintegrity．

2.2.3Schumann’sneurobiologicalmodel

ThekeyconstituentofSchumann’sneurobiologicaltheoryisstimulusappraisal.Accordingtothemodel,thebrainevaluatestheenvironmentalstimulusitreceivesandthisleadstoanemotional,andconsequentlytoabehavioralresponse.

Recently,Schumann（2000）hasrelatedstimulusappraisalstobiologicalnotionsofvalue,anddiscussedhowsuchappraisalsbecomepartoftheperson’svaluesystemthroughaspecialmemoryforvalue.Hehasalsooutlinedaconceptionoflearningasaformofmentalforaging,whichengagesthesameneuralsystemsasorganismusewhenforagingtofeedormate,andwhichisgeneratedbyanincentivemotiveandpotentatebythestimulusappraisalsystem.

ThemainattractionofSchumann’sneurobiologicalapproachfromthisperspectiveliesinthefactthatitoffersacompletelynewtypeofvalidityformotivationtheoriesbyconnectingabstracttheoreticalconstructstoconcretebiologicalmechanismsdetectedinthebrain.

2.2.4Dornier’sformulationofthree-levelcategorization

Avarietyofexplanationstotheconceptwerebroughtoutbydifferentscholars．Dornierlaysmoreemphasisonthedynamicnatureofmotivation．Hethinksthatmotivationexplainswhypeopledecidetodosomething,howlongtheyarewillingtosustaintheactivityandhowhardtheyaregoingtopursueit（Dornyer2005：

8）．

Dornier（1994）developsageneralframeworkofL2motivation.Itiscategorizedintothreelevels：

thelanguagelevel，thelearnerlevel，andthelearningsituatio