中国非英语专业研究生英语学习动机的研究-学位论文.pdf

内容提要学习动机是最具能动性的语言学习个体因素之一，它直接影响学习者 的学习策略和二语学习水平。进行外语学习动机研究可以帮助外语教师理 解外语学习的心理过程、社会因素及个体差异，从而更好地探索激发学生 外语学习动机的途径与策略。近年来，国内的外语学习动机研究大都是以本科生为调查对象，但 随着我国非英语专业研究生人数的增多和教育形式的多样化，再把研究生 和本科生当作同质群体来研究显然是不科学的，必需要对中国非英语专业 研究生的英语学习动机单独进行全面系统的调查研究。本论文在参考大量文献的基础上，根据研究对象和研究目的的特殊 性，以葡萄牙学者Cbrnyei的外语学习动机三层次说为基础，同时吸收其 它动机理论中的精华内容，提出了研究中国非英语专业研究生英语学习动 机因素的理论框架。论文的实证部分主要采用定量研究的方法，通过调查问卷的形式，分 别从语言动机因素、学习者动机因素和学习情景动机因素等层面对中国非 英语专业研究生英语学习动机进行全面系统的实证研究。实验的受试对象 是五所高校的300名非英语专业研究生，使用SPSS和LI SRB_统计软件 对所采集的数据进行了较为深入地分析，得出了下列结论：（1）“融合型 动机”和“工具型动机”对非英语专业研究生的英语水平有极大的影响，“融合型动机”的影响稍稍大于“工具型动机”；（2）除了“效价”和“语 言焦虑”以外，“自我效能”、“目标定向”和“结果归因”等学习者层 面的动机因素对中国非英语专业研究生的英语学习动机行为都有直接影 响，其中“自我效能”对动机行为的影响最大；（3）教师特定动机组件对 动机行为有直接影响，其中“权威类型”的影响最大，而在课程特定动机 组件中，“课程的兴趣”对非英语专业研究生的英语学习动机行为有明显 影响。上述研究结果有助于英语教师更好地了解非英语专业研究生的英语 学习动机状况，对中国非英语专业研究生的英语教学具有启示和指导作 用。根据这些研究结果，提出了一些有助于提高非英语专业研究生英语学 习动机的具体策略。关键词：外语学习动机；非英语专业研究生；动机行为；动机因素SynopsisAs an import ant c omponent of affec t ive variables,mot ivat ion has been widely ac c ept ed by bot h t eac hers and researc hers as one of t he key fac t ors t hat influenc e t he rat e and suc c ess of sec ond language or foreign language learning.Researc h int o L2 mot ivat ion c an help L2 t eac hers have a bet t er underst anding of t he psyc hologic al proc ess,soc ial influent ial fac t ors and individual differenc es in L2 learning,and t hus explore some effec t ive L2 mot ivat ion promot ion st rat egies.Rec ent ly,many Chinese sc holars have at t ac hed more and more import anc e t o mot ivat ion st udy in LEFL.Most of t he foreign language learning mot ivat ion st udies have t aken undergraduat es as t heir subjec t s and few foc us on Chinese Non-English Major graduat es9 foreign language learning mot ivat ion.During t he rec ent dec ade,t he number of graduat es has been inc reased great ly and t he graduat e educ at ion is also quit e diversified in forms.Consequent ly,it is impossible for us t o t reat undergraduat es and graduat es as t he same learner group.On t he basis of a wide-ranging review of relat ed lit erat ure,t he aut hor present ed a c omprehensive framework t o st udy t he English learning mot ivat ion of Chinese Non-English major graduat es.This framework is based upon Domyeis t hree level mot ivat ional fac t or framework wit h some modific at ion.The essenc e of some ot her mot ivat ional t heories has been inc orporat ed int o t he present framework.The present st udy aims t o do an all-round st udy on t he English learning mot ivat ion of Chinese non-English major graduat es.Researc h quest ions are proposed on language level,learner level and learning sit uat ion level respec t ively.The subjec t s were 300 Chinese non-English Major graduat es c hosen randomly from five universit ies.Ac c ording t o t he dat a analysis,t he following result s were obt ained:(1)Int egrat ive mot ivat ion9 and inst rument al mot ivat ion9 bot h play import ant roles in affec t ing Chinese non-English major graduat es language profic ienc y,among whic h t he role of int egrat ive mot ivat ion5 is more powerful.(2)All t he learner level mot ivat ional fac t ors have direc t effec t on t he English learning mot ivat ional behavior of Non-English major graduat es exc ept valenc e and language anxiet y;among t hese learner level mot ivat ional fac t ors,self-effic ac y has t he great est effec t on t he English learning mot ivat ional behavior.(3)All t he t eac her-spec ific mot ivat ional c omponent s have direc t effec t on t he English learning mot ivat ional behavior of Chinese non-English major graduat es,among whic h(affliat ive mot ive has t he great est effec t on t he English learning mot ivat ional behavior;among t he c ourse-spec ific mot ivat ional c omponent s,int erest in t he c ourse has t he great est effec t on t he English learning mot ivat ional behavior.These st udy result s have some implic at ions for English t eac hing of Non-English major graduat e st udent s.Based on t hese result s,spec ific mot ivat ion promot ing st rat egies are proposed from t eac hers perspec t ive.Key words:Foreign language learning motivation;Non-English MajorGraduates;Motivational factor;Motivational behaviorContentsChapter 1 Introduction.1Chapter 2 Literature Review.42.1 Conc ept of Mot ivat ion.4.2.2 Leading Mot ivat ion Theories in Psyc hology.62.3 Mot ivat ion Theories and Models in t he Field of Sec ond/ForeignLanguage Researc h.92.3.1 Gardners Mot ivat ion Theories.92.3.1.1 Gardners Soc ial-educ at ional Model.102.3.1.2 Int egrat ive Mot ivat ion and Inst rument al Mot ivat ion.122.3.1.3 At t it ude/Mot ivat ion Test Bat t ery.132.3.2 Expec t anc y-value Theories in L2 Mot ivat ion Researc h.142.3.3 Domyeis Three-level Mot ivat ion Const ruc t.152.3.4 Qin and Wens St udy on Foreign Language Learning Mot ivat ion.17Chapter 3 A Comprehensive Framework to Study English LearningMotivation.193.1 Language Level Mot ivat ional Fac t ors.193.1.1 Int egrat ive Mot ivat ional Subsyst em.203.1.2 Inst rument al Mot ivat ional Subsyst em.203.2 Learner Level Mot ivat ional Fac t ors.213.2.1 Language Anxiet y.223.2.2 Self-effic ac y.243.2.3 Causal At t ribut ion.263.2.4 Valenc e.283.2.5.Goal Set t ing.293.3 Learning Sit uat ion Level Mot ivat ional Fac t ors.313.3.1 Teac her-Spec ific Mot ivat ional Fac t ors.313.3.2 Course-Spec ific Mot ivat ional Fac t ors.33Chapter 4 Methodology.354.1 Objec t ives.354.2 Subjec t s.364.3 Inst rument s.374.3.1 Quest ionnaire It ems Conc erning Language Level Mot ivat ional Fac t ors.384.3.2 Quest ionnaire It ems Conc erning Leaner Level Mot ivat ional Fac t ors.384.3.3 Quest ionnaire It ems Conc erning Learning Sit uat ion Level Mot ivat ional Fac t ors.,.404.3.4 Quest ionnaire It ems Conc erning Mot ivat ional Behavior.414.4 Proc edures.41Chapter 5 Results and Analyses.445.1 Researc h Quest ion Conc erning Language Level Mot ivat ional Fac t ors.445.2 Researc h Quest ion Conc erning Learner Level Mot ivat ional Fac t ors.475.2.1 The Manifest and Lat ent Variables.485.2.2 The Effec t of Learner Level Mot ivat ional Fac t ors on Mot ivat ional Behavior.505.3 Researc h Quest ion Conc erning Learning Sit uat ion Level Mot ivat ional Fac t ors.555.3.1 The Manifest and Lat ent Variables.555.3.2 The effec t of Learning Sit uat ion Level Mot ivat ional Fac t orsOn Mot ivat ional Behavior.57Chapter 6 Findings and Implications.626.1 Major Findings of t he Present St udy.626.2 Implic at ions and Suggest ions.63Chapter 7 Conclusion.70Bibliography.73Chinese Abstract.iEnglish Abstract.viAppendix.xiiChapter 1 IntroductionAs an import ant c omponent of affec t ive variables,mot ivat ion has been generally regarded as a very powerful fac t or in L2 learning.Some sc holars even c laim t hat it is t he most import ant fac t or in det ermining t he suc c ess in L2 learning.Mot ivat ion is c ommonly t hought of as an inner drive or desire t hat moves one t o a part ic ular ac t ion,while mot ivat ion in L2 learning is defined as t he learner5 s orient at ion wit h regard t o t he goal of learning a sec ond language(Gardner,1985).L2 learning mot ivat ion direc t ly influenc es individuaFs learning st rat egies and L2 profic ienc y.However,t he aut hor oft en hears EFL t eac hers,espec ially t hose who t eac h graduat es,c omplain t hat t heir st udent s are lac king in int erest in learning English.The aut hor of t his dissert at ion also observes t hat t he at mosphere in t he English learning c lassroom of graduat es is st ressful and dull,and t hat t here is not muc h volunt ary response from st udent s t o t eac hers5 t alk in c lass.Some t eac hers even feel a lit t le helpless in promot ing t heir st udent s5 mot ivat ion in learning English.No mat t er how hard t eac hers t ry,st udent s passivit y is found everywhere in t he whole proc ess of t heir English learning.The most import ant reason for t his problem is t hat t hese t eac hers dont have a general underst anding of mot ivat ion and t herefore c annot propose powerful and effec t ive mot ivat ion promot ing st rat egies.As language t eac hers,t hey should have a general underst anding of t he English learning mot ivat ion of t heir st udent s.In effec t,t he English learning mot ivat ion is influenc ed by many fac t ors.What is more,t he English learning mot ivat ion is different for different 1learner groups.For inst anc e,t he English learning mot ivat ion of undergraduat es must be different from t hat of graduat es.Thus,it is nec essary t o c arry out respec t ive invest igat ion int o English learning mot ivat ion among different English learner groups so as t o give English t eac hers pedagogic al implic at ions on how t o mot ivat e t heir st udent s.Bec ause of t he c ent ral import anc e at t ac hed t o it,sec ond language or foreign language mot ivat ion has been a t arget of a great deal of researc h during t he past dec ades.Most of t hese mot ivat ional st udies were c arried out abroad.During t he rec ent years,many Chinese sc holars have at t ac hed more and more import anc e t o mot ivat ion st udy in LEFL(learning English as a foreign language)and c arried out st udies on L2 mot ivat ion in China5 s spec ific c ont ext.However,most of t hese st udies foc us on a spec ific mot ivat ional t heory and apply t his t heory in China5 s English learning environment wit hout not ic ing whet her t his t heory suit s Chinas English learning environment or not.What is more,few st udies have researc hed int o mot ivat ional fac t ors or variables from a c omprehensive framework and have t aken learning sit uat ion int o ac c ount in t he st udy of mot ivat ion.So,it is nec essary t o do a mot ivat ional st udy from a more c omprehensive framework inc orporat ing sc hool educ at ion c ont ext and learning sit uat ion,whic h is t he foc us of t his dissert at ion.Most of t he st udies on English learning mot ivat ion in China have been c arried out among c ollege undergraduat es,but few of t hem foc us on t he English learning mot ivat ion of graduat es.Rec ent ly,t he number of graduat es has been inc reased great ly.In some famous universit ies,t he number of graduat es is almost same wit h t he number of undergraduat es.In addit ion,t he graduat e educ at ion is quit e diversified in forms inc luding mast er degree 2educ at ion,doc t or degree educ at ion,pursuing mast ers degree and doc t oral degree c onsec ut ively and so on.In China,Gao Yihong(2004)and her part ners have done researc h int o t he mot ivat ion t ypes of Chinese graduat es in English learning,whic h proves t hat t here are mot ivat ional differenc es bet ween undergraduat es and graduat es.Ac c ording t o t he above st at ement,it is impossible for us t o deal wit h undergraduat es and graduat es as t he same learner group.In t his dissert at ion,t he aut hor plans t o do an all-round st udy on t he English learning mot ivat ion of Chinese non-English major graduat es so as t o help English t eac hers t o have a bet t er underst anding of t he English learning mot ivat ion of Chinese non-English major graduat es and make full use of t he fac ilit at ing role of mot ivat ion in t heir t eac hing.3Chapter 2 Literature Review2.1 Concept of MotivationThe word mot ivat ion is derived from t he Lat in verb movie,whic h means“t o move(Bec k,2001:3).Mot ivat ion is t hen c onc erned wit h our movement s or ac t ions and what det ermines t hem.It is some kind of ext ernal or int ernal drive t hat enc ourages somebody t o pursue a c ourse ac t ion and is c ommonly t hought of as an inner drive,impulse,emot ion or desire t hat moves one t o a part ic ular ac t ion or t he forc e t hat energizes and direc t s a behavior t owards a goal.Generally speaking,mot ivat ion is a broad t heoret ic al c onc ept t hat we oft en use t o explain why people or animals are engaged in part ic ular ac t ions at part ic ular t imes.Alt hough mot ivat ion is a t erm frequent ly used in bot h educ at ional and researc h c ont ext s,it is surprising how lit t le agreement t here is wit h regard t o t he definit ion of t his c onc ept.Researc hers seem t o agree t hat mot ivat ion is responsible for det ermining human behavior by energizing it and giving it direc t ion,but t hey have different opinions on how t his happens.This diversit y leads t o different definit ions of mot ivat ion.Ac c ording t o Dornyei and Ot t o(1998:47),mot ivat ion c an be defined as“t he dynamic ally c hanging c umulat ive arousal in a person t hat init iat es,direc t s,c oordinat es,amplifies,t erminat es,and evaluat es t he c ognit ive and mot or proc esses,whereby init ial wishes and desires are selec t ed,priorit ized,operat ionalised and(suc c essfully or unsuc c essfully)ac t ed out”(Domyei and Ot t o,1998:65).Keller(1983:389)defines mot ivat ion as“t he c hoic es people make as t o what experienc es or 4goals t hey will approac h or avoid and t he degree of effort t hey will exert in t hat respec t.H.D.Browns(1994:34)definit ion is muc h similar t o t hat of KelFs:t he ext ent t o whic h you make c hoic es about goals t o pursue and t he effort you will devot e t o t hat pursuit”.Domyei(1996)point s out,mot ivat ion t heories in general seek t o explain no less t han t he fundament al quest ion of why humans behave as t hey do,and t herefore it is impossible t o assume any simple and st raight forward answer.Perhaps t he only t hing about mot ivat ion most researc hers would agree on is t hat it,by definit ion,c onc erns t he direc t ion and magnit ude of human behavior.In ot her words,mot ivat ion c onc erns t he c hoic e of a part ic ular ac t ion,t he persist enc e wit h it and t he effort expended on it(Domyei,2005:8).To put it simply,mot ivat ion is responsible for why people dec ide t o do somet hing,how long t hey are willing t o sust ain t he ac t ivit y and how hard t hey are going t o pursue it.Ac c ording t o t hese c omplex definit ions of mot ivat ion,it c an be inferred t hat mot ivat ion is a rat her c omplic at ed c onc ept ion.Aft er having a good underst anding of what is mot ivat ion from t he perspec t ive of soc ial psyc hology,it is t ime t o disc uss about what mot ivat ion is in t he field of sec ond language or foreign language learning.Before disc ussing L2 learning mot ivat ion,it is nec essary t o begin wit h t he c onc ept of t he mot ivat ion t o learn.When learners are said t o have mot ivat ion t o learn,usually it means t hat t hey have purposes or goals and are int erest ed in what t hey are learning and desire t o get ac hievement.Therefore,generally speaking,mot ivat ion t o learn c an be defined as nat ural response t o learning opport unit ies t hat is enhanc ed by a rec ognit ion of t he role of t hinking and c ondit ioned t hought s in learning and mot ivat ion t o learn under a variet y of c ondit ions 5inc luding self-c onst ruc t ed evaluat ions of t he meaning and relevanc e of a part ic ular learning opport unit y,an underst anding of ones nat ural agenc y of c apac it ies for self-regu