【作者】 吴媛；

【导师】 汪火焰；

【作者基本信息】 武汉大学 ， 外国语言学及应用语言学， 2018， 硕士

【副题名】以武汉大学为例

【摘要】 本文以Dornyei的二语动机自我系统和高一虹的动机分类为基本框架,对大学生的英语学习动机进行了调查研究。本研究主要有两个目的:一是了解大学生的主要英语学习动机类型、动机强度以及他们的二语动机自我系统;二是研究这些动机变量之间的关系。本研究采用定量定性相结合的研究方法。研究工具是根据先前研究(Taguchi et al.,2009;Papi,2010;Gao et al.,2013;You&Dornyei,2016)设计的一份调查问卷。研究对象是来自武汉大学的411名本科生。通过问卷收集到的所有数据都是用SPSS17.0版数据分析软件进行分析。本研究主要的统计方法包括相关性分析与多元回归分析。此外,还对12名参与者进行了半结构式访谈,访谈所得数据主要是用于支撑和解释定量研究的结果。对于大学生英语学习动机的整体特征,本研究发现信息媒介、个人发展和社会责任是大学生英语学习的主要动机类型;参与本研究的大学生有着较强的英语学习动机;他们有着明确的理想二语自我,而且对英语学习持有积极的态度。关于这些动机变量之间的关系,通过多元回归分析得出以下结论:首先,二语学习经历、理想二语自我、内在兴趣、出国和社会责任能显著影响动机强度;其次,二语学习经历、出国、信息媒介、内在兴趣和社会责任对理想二语自我有正面影响,而成绩对理想二语自我有着负面影响;另外,成绩和个人发展对应该二语自我有着正面影响;最后,理想二语自我、社会责任和内在兴趣能够显著影响二语学习经历。总之,本研究为二语动机自我系统在研究中国大学生英语学习动机中的可行性提供了有力支持,另外还强调了理想二语自我、二语学习经历和文化型动机(即内在兴趣、社会责任)在影响二语学习中的重要作用。通过将高一虹的动机分类和Dornyei的二语动机自我系统结合起来,本研究对二语动机领域的研究有一定的启示作用,而且对大学英语教学具有一定的实践指导意义。更多还原

【Abstract】 The thesis presents a study of college English learners’ motivation to learn English,using Dornyei’s(2009)L2 motivational self system and Gao Yihong’s(2003)classification of motivation as the main theoretical framework.This study has two primary aims:1)to investigate the general situation of college students’ major types of English learning motivation,motivation intensity,and L2 motivational self system;2)to examine the relationship among those motivational variables.The study applied a mixed research method.The research instrument is a structured questionnaire designed based on previous studies(Taguchi et al.,2009;Papi,2010;Gao et al.,2013;You&Dornyei,2016).Participants were 411 undergraduates selected from Wuhan University.All quantitative data obtained through questionnaires was analyzed through SPSS Statistics 17.0.The major statistical methods involved in the present study were correlation analysis and multiple regression analysis.In addition,twelve semi-structured interviews were also conducted,and their data was mainly used to provide rich information to interpret the quantitative results.As for the general feature of college students’ English learning motivation,this study revealed that information medium,individual development,and social responsibility seemed to be major types of English learning motivation for the college students examined,the participants had strong motivation intensity,and they seemed to have clear images of ideal L2 selves and hold positive attitudes towards English learning.With regard to the relationship among those motivational variables,multiple regression analyses generated the following findings.Firstly,L2 learning experience,ideal L2 self,intrinsic interest,going abroad,and social responsibility contributed significantly to motivation intensity.Besides,L2 learning experience,going abroad,information medium,intrinsic interest,and social responsibility had positive effects on ideal L2 self,while immediate achievement affected ideal L2 self negatively.In addition,it was found that immediate achievement and individual development could make positive contributions to ought-to L2 self.Finally,ideal L2 self,social responsibility,and intrinsic interest were found to have significant influence on L2 learning experience.Overall,the study provides strong support for the validity of L2 motivational self system in examining Chinese college students’ English learning motivation and highlights the motivational role of ideal L2 self,L2 learning experience and cultural motovation(i.e.,intrinsic interest,social responsibility).With an attempt torestablish a connection between Gao’s classification and Domyei’s framework of L2 MSS,this study adds some enlightenment to the research of L2 motivation and provides some practical implications for college English teachers.更多还原