【作者】 刘敏；

【导师】 曾永红；

【作者基本信息】 湖南师范大学 ， 课程与教学论（英语）， 2018， 硕士

【摘要】 英语学习动机研究在国内外越来越受欢迎,研究视角从社会心理阶段、认知情境阶段、过程取向阶段过渡到二语动机自我系统阶段。已有的二语动机自我系统研究多关注高水平的学习者,少有研究涉及基础阶段的英语学习者。基于此,本研究重点考察二语动机自我系统视角下的中国初中学生的英语学习动机。具体研究问题为:1)不同年级初中生的二语动机自我系统(理想二语自我、应该二语自我、二语学习经验)有何差异?2)对于不同年级的初中生,其二语动机自我系统在多大程度上能预测努力程度?3)在一学年中,受试的二语动机自我系统发生了怎样的变化?本研究采用Dornyei的三层次框架和二语动机自我系统理论,以随机抽取自湖南浏阳的876名初中学生为受试,探究了英语学习动机差异及其与努力程度之间的关系,并采用半结构化访谈,考察了8位受试一学年中二语动机自我系统的变化情况。研究发现:1)不同年级初中生的理想二语自我无显著差异,但八年级学生的应该二语自我水平显著高于九年级学生,七年级学生的二语学习经验水平显著高于九年级学生。2)理想二语自我、应该二语自我和二语学习经验显著预测学生的努力程度;对于七年级学生而言,应该二语自我的作用大于理想二语自我的作用,而八、九年级学生的理想二语自我作用更大。3)受试在半结构化访谈中的反馈表明,部分受试逐渐意识到了他们的应该二语自我和二语学习经验,这影响了他们学习英语的努力程度。研究表明,有必要强化学生的英语学习动机自我意识,帮助他们激发或维持动机行为,在英语学习方面得到提高。更多还原

【Abstract】 English learning motivation study is becoming increasingly popular home and abroad,with perspectives changing from social psychological period,cognitive-situated period,process-oriented period to L2 motivational self system period.Present studies mainly focus on high level English learners,leaving primary school,junior high school and senior high school learners ignored.Thus,this study mainly studies Chinese junior high school students’ English learning motivation from the perspective of the L2 motivational self system.Research questions are:1)What are the differences among junior high school students from different grades in L2 motivational self system(including ideal L2 self,ought-to L2 self,and L2 learning experience)?2)To what extent does L2 motivational self system predict intended effort in different grades?3)What changes in L2 motivational self system have the participants experienced along the process of their English learning in an academic year of the junior high school?This study adopts Dornyei’s Three-level Framework and the L2 Motivational Self System theory.Taking 876 junior high school students randomly chosen from Liuyang,Hunan as participants,this study explores the motivation difference and its relationship with intended effort,and the study uses semi-structured interviews to explore 8 students’ changes in L2 motivational self system in an academic year.The study found:1)There was no significant difference in ideal L2 self among students from different grades,but Grade 8 students’ scores in ought-to L2 self were significantly higher than those of Grade 9 students,and Grade 7 students’ scores in L2 learning experience were significantly higher than Grade 9 students’.2)Ideal L2 self,ought-to L2 self and L2 learning experience significantly predicted students’ intended effort;for Grade 7 students,ought-to L2 self overweighed ideal L2 self,while for Grade 8 and Grade 9 students,their ideal L2 self counted more.3)Participants’ responses in the semi-structured interviews did show:some participants gradually realized their ought-to L2 self and L2 learning experience,which influenced their intended effort in learning English.This study showed that it was necessary to enhance Chinese junior high school students’ English learning motivational selves,helping them activate or maintain their motivated behavior and make progress in learning English.更多还原