【作者】 王晨；

【导师】 蒋宇红；

【作者基本信息】 上海师范大学 ， 外国语言学及应用语言学， 2022， 硕士

【摘要】 二语(L2)学习动机是维持学习者二语学习热情的重要情感因素之一,不仅保证学习者投入时间与精力,亦能决定学习成败。自上世纪七十年代起,外语研究开始聚焦语言学习个体,语言学习者的学习动机成为研究焦点之一(王明新,2013)。然而,传统的研究大多忽视了学习动机会随着时间和环境而波动变化。D(?)rnyei在2005年提出了二语动机自我系统理论,其中包括“二语理想自我”、“二语应该自我”和“二语学习经验”这三个层面。该理论将二语学习动机与心理学中的概念“自我”有机结合,并用动态的视角看待动机。这一理论对中国英语学习者学习动机具有良好的解释力(刘凤阁,2015)。在基础教育情境中,学生的学习动机产生和发展大多是在课堂中师生互动的背景下进行的,教师因素对其学习动机影响不言而喻,其中,与教师因素中的教师教学动机之间有着密切联系。上世纪九十年代,外国的研究者们研究了教师动机和学生动机之间的关系,随后提出了“动机感染”(Wild&Enzle,2002;Aarts,Dijksterhuis&Dik,2008)。然而,国内鲜有与之相关的研究。因此,本研究基于二语动机自我系统理论,旨在深入探究初中英语课堂中的师生动机感染情况,具体而言,探索教师教学的内、外部动机分别对学生英语动机自我系统中的三个组成部分的影响。本研究主要聚焦于两个问题:在动机感染过程中,1)英语教师的内部动机对学生英语动机自我系统的三部分影响如何?2)英语教师的外部动机对学生英语动机自我系统的三部分影响如何?为了回答这两个问题,本研究结合了定性与定量的混合式研究方法,采用问卷调查、辅以课堂观察和师生访谈的方式,选取了上海市某初级中学4名动机水平不同的一年级英语教师和其各所任教的共约200名学生为研究对象。教师受试者根据测试的动机水平的不同被分为两组,每组2名教师,学生受试者根据对应的教师亦被分为两组。一学期后,在教师动机的影响下,通过对比学期初和学期末学生的英语动机自我系统中三个层面测试结果的初末水平,结合课堂观察以及师生访谈的综合整理分析,确定课堂师生动机感染的状况,形成最终研究结果。在收集并分析数据之后,本研究发现:1)教师教学内在动机越强,学生英语自我动机系统水平越高,其中,影响最大的是英语自我动机系统三部分中的“英语应该自我”;2)教师教学外在动机强,学生英语自我动机系统水平越低,其中,影响较大的是英语自我动机系统三部分中的”理想英语自我“和“英语学习经验”;3)内在动机越强的教师倾向在学生的“英语学习经验”方面给予更多的关注,具体表现在课堂体验上,增加“外语愉悦”,激发和增加对英语学习的兴趣,从而增强英语学习的动机。本文深入探究了初中英语课堂中的师生动机感染情况,具体针对教师教学的内、外部动机分别对学生的英语动机自我系统中三个组成部分的影响展开讨论。笔者在最后提出了研究的不足之处和发展方向以便完善后续的研究,希望能够激发更多学者对师生动机感染研究的兴趣。最后,根据研究结果,笔者对英语教师以及英语学习者提供了一些建议,希望能够为今后的英语教学和学习提供帮助。更多还原

【Abstract】 Second language(L2)learning motivation is perceived as one of the pivotal emotional factors that maintain learners’ enthusiasm about their learning.Not only does it ensure learners’ investment of time and energy,but also determines the success of learning.The focus of foreign language learning research has shifted to language learners,and learning motivation has become their focus since the 1970s(Wang Mingxin 2013).However,a majority of traditional research of foreign language motivation paid scant attention to the fluctuation of motivation which is to a large extent temporally and contextually dependent.D(?)rnyei(2005)put forward the theory of L2 Motivational Self System(L2MSS)which includes three dimensions:“Ideal L2 Self”,“Ought-To L2 Self” and “L2 Learning Experience”.The theory combines L2 learning motivation with the psychological concept of “self” and dynamically analyzes L2 motivation,which well expounded the motivation of Chinese EFL learners(Liu Fengge 2015).In the context of fundamental education,the germination and development of students’ learning motivation are mostly carried out among teacher-student interaction in the classroom setting,thus the influence of teachers’ factors on students’ learning motivation is indubitable,among which teachers’ teaching motivation is inextricably interwoven.In the 1990 s,researchers at abroad studied the relationship between teachers’ motivation and students’ motivation and then proposed “Motivational Contagion”(Wild and Enzle 2002;Aarts,Dijksterhuis and Dik 2008).However,the relevant studies in China are few and far between.Therefore,based on the L2 MSS theory,this study aims to delve into teacher-student motivational contagion in junior high school EFL classrooms and to explore the impact of teachers’ internal and external teaching motivation on the three constituent parts of students’ English Motivation Self System(EMSS)respectively.This study centers on two research questions: In the process of motivational contagion,1)how does teachers’ internal motivation have an impact on the three constituents of students’ English Motivational Self System? 2)and how does teachers’ external motivation have an impact on the three constituents of students’ English Motivational Self System? The study combines with quantitative and qualitative research through questionnaire survey,supplemented by class observation and interview.4 one-grade English teachers with different teaching motivation levels and their students in a junior high school in Shanghai were selected as the research subjects who were then classified into two groups according to teachers’ motivation level,and the students were divided into the two groups according to the corresponding teachers.After one semester,through the comparison of the questionnaire results of the three components of students’ EMSS at the start and end of the semester under the influence of teachers’ motivation,combing the results from the class observation and one-on-one interviews with the four teachers and eight students,the final research results were formed.The major findings are: 1)the stronger the teachers’ internal teaching motivation is,the higher the level of students’ EMSS,among which the “English Ought-To Self”is affected most significantly;2)The stronger the teachers’ external teaching motivation is,the lower the level of students’ EMSS,among which the “Ideal English Self” and “English Learning Experience” are affected most significantly;3)Teachers with stronger internal teaching motivation are more inclined to pay attention to students’ “English Learning Experience”,which will be reflected overtly in the setting of classroom through boosting “foreign language enjoyment” to pique and increase students’ English learning interest,ultimately enhancing English learning motivation.This study delves into teacher-student motivational contagion in junior high school EFL classrooms,discusses the influence of teachers’ internal and external teaching motivation on students’ EMSS.For the further research the author lists some shortcomings and direction,hoping to arouse more scholars’ interest in the study of teacher-student motivation contagion.Suggestions are provided for English teachers and EFL learners,hoping to shed some light on English teaching and learning.更多还原