【作者】 王凌；

【导师】 王珏纯；

【作者基本信息】 中国海洋大学 ， 外国语言学及应用语言学， 2014， 硕士

【摘要】 学习动机在语言学习中起到重要的作用,也是外语教学的关键。多年来,国内外学者对于动机给予极大地关注,做了大量的研究,但其研究对象多是高等院校的本科大学生或研究生,对职业院校的新生英语学习动机的研究相对较少。作者在高职高专院校任教多年,对高职生有一定的了解。许多大学生,尤其是高职院校的学生,刚入学时英语基础差,因此没有足够的信心去进行英语学习,更不会有参与课堂活动的主动性。因此如何借助一种具体的形式,来激发学生的学习动机,是需要探讨的问题。本文的理论基础是学习动机理论。本研究在学习研究相关的动机理论的基础上,将其应用于口头报告这一课堂活动中,以此观察教学活动中学生在学习动机因素上的变化,希望通过此项课堂活动来探索提高学生学习动机的途径,以期对高职高专层次的英语教学有所启示。本教学实验是从2012年秋季学期开始至2013年上半学期结束,为期20个周。研究对象是来自山东外贸职业学院2012级信息管理系的两个平行班的学生,由同一老师任教。在实验班采用了口头报告的课堂活动,而控制班继续常规的教学步骤。本研究采用调查问卷、访谈、测试相结合的方式收集数据信息,教师的课堂观察及笔记贯穿其中：采用SPSS17.0软件对实验前后实验对象的英语成绩和调查问卷进行定量分析;对访谈结果和课堂观察进行定性分析。研究结果表明：1)在成绩上,试验后实验班学生的英语成绩有明显提高,班内“两极分化”的现象在减小,后测考试带来了两个班成绩的明显差异；2)试验能提高实验班学生绝大部分的动机因素,在课堂上采用口头报告,极大增加了实验对象的英语学习的兴趣,提高了学习动机,一定程度上恢复了自信；3)在七种动机因素中,内在兴趣动机与学习成绩成正相关。最后,在以上研究发现的基础上,作者就如何通过口头报告这一课堂活动提高高职高专大一新生的英语学习动机及对未来研究提出了建议。更多还原

【Abstract】 Motivation is playing an important role in language learning and it is also taken as a key to effective language teaching. Over the years, many learners have focused so much and have done a lot of research on it, while the subjects of their studies are mostly from the undergraduate colleges or postgraduate institutes. So inadequate attention has been given to the freshmen’s English learning motivation in vocational colleges.The researcher of the thesis has some insights into the situation of these students because she has been working in the vocational college for over ten years. Many college students, especially those from vocational colleges, have entered schools with a poor English level. So they do not have enough confidence and initiative to learn English or get involved in classroom activities. It needs more discussions towards how to enhance students’motivations by using some activity. The theoretical basis of the thesis is the learning motivation theories. On the basis of learning and researching some relevant learning motivation theories, the researcher attempts to apply them to oral presentations, observe any changes of students’ learning motivation factors during the teaching process and hope to probe how to improve students’motivations and the English teaching reform in vocational colleges.This thesis originates from a 20-week experiment which began from the second half of the year 2012 and ended in the first half of the year 2013. Supervised by the researcher, two parallel classes of freshmen (including 86 students) from Shandong Foreign Trade Vocational College were chosen as the subjects in this research. One was used as the experimental group and the other was the control group. Oral presentations were added to EG while CG only used the usual teaching procedures. The researcher can collect the data by adopting questionnaires, interviews and tests.The researcher’s observation went along with the whole experiment. The subjects’ test scores and questionnaires before and after the experiment were processed with the help of SPSS 17.0; the qualitative analysis was made of interviews and classroom observations. The major results can be summed up as follows:1) after the experiment, English scores of the EG students had the obvious increase and the internal differences were diminishing. The test after the experiment brought about significant difference of English scores for both classes’students; 2) the SOP experiment had increased most of the motivation factors of EG students. Oral presentations could increase students’interest in English learning, enhance their learning motivations and restore their confidence to some extent; 3) of the seven motivation factors, the intrinsic interest has the positive correlation with English scores.Finally, on the basis of the above research results, the researcher has put forward suggestions on how to enhance effectively the learning motivations of vocational college freshmen by means of SOP on further research.更多还原