【作者】 李莉；

【导师】 郑朝红；

【作者基本信息】 河北大学 ， 英语语言文学， 2015， 硕士

【摘要】 独立学院学生是当代中国大学生的重要组成部分。他们既有一般大学生的共性,也有自己独特的特点。作为独立学院的英语教师,作者已经注意到独立学院的部分学生学习英语不够积极主动,经常抱怨在学习英语词汇过程中遇到的一些困难。英语学习动机是否会影响这些学生对英语词汇的学习?尽管许多学者已经研究过大学生英语学习动机与词汇广度,深度的相关性,但还没有针对独立学院学生所做的研究。本文以独立学院非英语专业学生为研究对象,揭示他们的英语学习动机,测试他们对词汇广度,深度的掌握情况,并试图探索他们的英语学习动机与词汇广度,深度之间是否存在相关性。本研究以来自中国地质大学长城学院的82名非英语专业大学一年级学生为研究对象,调查他们的英语学习动机,测试他们对词汇的掌握程度,并利用SPSS18.0软件对收集的数据进行分析。研究结果表明:独立学院学生的总体英语学习动机不高,7种动机强度由强到弱依次是个人发展、即刻成绩、社会责任、内在兴趣、信息媒介、学习情境、出国。文理科学生的7大动机顺序有所不同。女生的总体动机比男生强。独立学院学生的词汇量与词汇深度掌握程度不理想,与非独立学院学生有一定差距。文理科学生的词汇掌握程度无明显差异。女生的词汇掌握程度普遍比男生好。通过分析表明,在工具性动机、文化性动机和情境性动机中,独立学院学生的文化性动机与词汇广度,深度存在显著正相关。同时,工具性动机中的个人发展动机也与词汇广度,深度呈显著正相关。基于以上的研究成果,针对独立学院学生的特点,本文作者将提出有效激发英语学习动机和提高词汇广度深度的建议。更多还原

【Abstract】 Independent college students, an important part of college students in China, sharing many similarities with other college students, demonstrate some special features. The author of the present thesis, a teacher of English in an independent college, has noticed most of such students’ reluctance in learning English and their frequent complaint of the difficulty in learning English vocabulary. Do students’ low motivation affects their vocabulary learning or vice versa? Though some scholars have studied the correlation between English learning motivation and vocabulary learning of college students, there is no pertinent research with independent college students as subjects. This thesis intends to investigate non-English majors’ English learning motivation in independent college and test their lexical breadth and depth, and further tries to explore whether there is correlation between their English learning motivation and lexical breadth and depth.The subjects of the present study are 82 non-English majors from an independent college: China University of Geosciences Great Wall College. A questionnaire related to English learning motivation and tests of vocabulary breadth and depth are conducted. The data are collected and analyzed with SPSS18.0 software.The study finds that the overall English learning motivation of non-English majors in independent college is not strong. The order of seven types of English learning motivation from strong to weak is individual development, immediate achievement, social responsibility, intrinsic interest, information media, learning situation and going abroad. The order of seven motivations of Science students is different from Arts students. The intensity of female students’ overall motivation is higher than that of males. The results of the lexical breadth and depth of independent college non- English major students are not ideal and are much lower than those in non-independent college students. Obvious difference is not found in vocabulary learning between Science students and Arts students. Female students’ vocabulary level is generally higher than that of males. In three motivations(instrumental motivation, cultural motivation and situational motivation), there is an obviously positive correlation between cultural motivation and lexical breadth and depth. In addition, there is also an obviously positive correlation between individual development motivation in instrumental motivation and lexical breadth and depth.Based on the research results, the author of the present thesis brings up some suggestions to stimulate independent college students’ English learning motivation and to improve their efficiency of learning vocabulary.更多还原