教育教學(xué)專業(yè) 激發(fā)英語專業(yè)新生學(xué)習(xí)動機(jī)策略的有效性研究

1、摘 要如何保證學(xué)生的學(xué)習(xí)動機(jī)，是教師面臨的一大難題。與此同時，關(guān)于外語學(xué)習(xí)動機(jī)的文獻(xiàn)日益增多。在外語教學(xué)研究和教學(xué)活動中，學(xué)習(xí)者水平的差異性常被忽視。教師激勵策略的實施，往往面向大多數(shù)學(xué)生，而忽略了學(xué)習(xí)者水平的差異性。Dornyei(2001) 指出，學(xué)生的英語水平可能會影響動機(jī)激發(fā)策略的有效性。為驗證Dornyei的理論，本文采用問卷調(diào)查法、訪談法和課堂觀察法，旨在探討以下問題：1. 教師動機(jī)激發(fā)策略的實際效果如何？2. 學(xué)生外語水平的差異性如何影響教師的動機(jī)激發(fā)策略的實際效果？3. 教師如何運(yùn)用激發(fā)策略有效地激發(fā)學(xué)生的學(xué)習(xí)動機(jī)？通過研究發(fā)現(xiàn)，動機(jī)激發(fā)策略在不同課程中的有效性是不同

2、的。即便同一課程，動機(jī)激發(fā)策略對不同水平的學(xué)生，激勵效果也不盡相同。基于問卷調(diào)查，課堂觀察以及訪談收集到的數(shù)據(jù)，本文對四位教師的動機(jī)激發(fā)策略進(jìn)行了研究，以便研究不同動機(jī)激發(fā)策略的有效性，并為將來教師對學(xué)生的動機(jī)激發(fā)策略做出一些啟示，以便于激發(fā)大學(xué)生的英語學(xué)習(xí)動機(jī)關(guān).鍵.詞：動機(jī)激發(fā)策略的有效性；教師動機(jī)激發(fā)策略；外語學(xué)習(xí)動機(jī)AbstractHow to keep students learning motivation is a big question for teachers, meanwhile, the study of foreign language motivating stra

3、tegies has been a hot topic in recent years. However, the diversity of students learning level is always neglected in foreign language teaching research and teaching activities. The teachers motivating strategies are faced to the most students in foreign language learning, and there is little consid

4、eration on the diversity of students learning level, so the effectiveness of motivating strategies still remains to be tested.Hopefully, it will provide answers to the following questions:1) What is the practical impact of the teachers motivating strategies?2) How does students English level affect

5、the effectiveness of the motivating strategies? 3) What are the effective strategies of stimulation on the students learning motivation?The research of the motivations shows that the effectiveness of motivating strategies in different courses is different. Even in the same course, the effective

6、ness of motivating strategies on different levels of students is still different, and it can verify Dornyeis hypothesis the English level of students may affect the effectiveness of the motivating strategies. Based on the data collected by questionnaire, classroom observations and interview, the aut

7、hor make a survey about four teachers motivating strategies to study the effectiveness of different tmotivating strategies. In this way, this thesis provide some ideas for motivating strategies in order to motivate students English learning motivation.Key words: the Effectiveness of Motivating Strat

8、egies; Teachers Motivating Strategies; Foreign Language Learning Motivation.ContentChapter 1 Introduction 11.1 Background of the study 11.2 Objective of the study 21.3 Layout of the thesis 3Chapter 2 Literature Review 52.1 A review of motivation and motivating strategies in China 52.2 A review of mo

9、tivation and motivating strategies abroad 112.3 Space for this study 12Chapter 3 Research Design 133.1 Theoretical Assumption 133.2 Research questions 133.3 Research Subjects 133.4 Research Methods 143.5 Data Collection 16Chapter 4 Data Analysis and Discussion 174.1 Data analysis 174.1.1 Data analys

10、is about the questionnaire in the first stage 174.1.2 Data analysis about questionnaire in the second stage 184.1.3 Interviews of teachers 234.1.4 Interviews of students 254.2 Response for research questions 26Chapter 5 Conclusion 275.1 Major findings 275.2 Implications 275.3 Limitations of the pres

11、ent study 285.4 Further research suggestions 28References 29Chapter 1 IntroductionIn this chapter, the author introduces background, objectives and outline of the study so as to provide readers with a basic understanding of this study.1.1 Background of the studyThe word motivation originates in psyc

12、hology. Many scholars at home and abroad give their own understanding and concept of it. The content theory is one of the earliest theories of motivation. The theory tries to identify what are the “needs” and how they relate to motivation to fulfill those needs, while Maslows theory is one of the mo

13、st widely discussed theories of motivation. Maslow(1954) developed the hierarchy of needs consisting of five hierarchic classes which is listed from basic (lowest-earliest) to most complex (highest-latest) are as follow:· Physiology (/wiki/Physiology" o "Ph

14、ysiology) (hunger (/wiki/Hunger" o "Hunger), thirst (/wiki/Thirst" o "Thirst), sleep (/wiki/Sleep" o "Sleep), etc.)· Safety (/wiki/Safety" o "Safety

15、)/Security (/wiki/Security" o "Security)/Shelter (/wiki/Shelter(building)" o "Shelter (building)/Health (/wiki/Health" o "Health)· Social (/wiki/Social" o "Social)

16、/Love (/wiki/Love" o "Love)/Friendship (/wiki/Friendship)· Self-esteem (/wiki/Self-esteem" o "Self-esteem)/Recognition (/wiki/Recognition(sociology)" o "Recognition (sociolo

17、gy)/Achievement· Self actualization (/wiki/Selfactualization" o "Self actualization)/achievement of full potential (/wiki/Potential" o "Potential)Many students get some certificates related English, but they still have probl

18、ems in communicating and application with English. As the forefront of school education, classroom teaching plays an important role in educational reform and development. Cheng(2016) says that the development of students key competency in English is important for the English curriculum reform i

19、n basic education, while students key competency in English includes:1. language ability (language skills and the use of language knowledge)2. cultural character (the ability of international understanding and cross-cultural communication)3. thinking quality (each language correspond with a thought,

20、 while the course of English study and the development of thoughts are promoting each other)4. learning ability (learning motivation, learning strategies, learning methods, autonomous learning and sustainable learning)Wang(1989) claims that the individual factors of learners are more and more import

21、ant in the teaching and research of foreign languages. He says learners personalities is important four Englishlearning, and the use of English is the purpose of learning English, he also points out that teaching methods, teachers

22、 teaching style s well as the form of classroom teaching are all based on teachers understanding of learning process, so only understand students and their learning patterns, teachers can make students learn English well.As one of key factors that influence the success of second language learning, m

23、otivation has been studied frequently in past few years. The study shows that motivating strategies are more important for college students in learning English. The study on teachers motivating strategies is a popular topic, but scholars often ignore the differences of college students English level

24、.When students in English major come to the college, their English level actually is not higher than students in non-English majors. But their courses are more difficult. From the teachers and the students two different perspectives, this thesis is designed to examine motivational stimulation strate

25、gies of English major freshmen in LiRen college, and focuses on exploring the strategies that students use to stimulation motivation and the impact of motivational stimulation on their English learning process and achievement.1.2 Objective of the studyThis thesis tries to explore the effectiveness o

26、f college English teachers on English major freshmen in LiRen college from motivating strategies. This thesis is based on Dornyeis Three-Level motivation theory, taking the courses of English major freshmen as the material to be analyzed, aiming at exploring how teachers use motivating strategies to

27、 motivate students motivation. It first shows that the effectiveness of motivating strategies is different in different courses. Based upon these analyses, the thesis then continues to study the differences in these courses, so as to find which motivating strategies is helpful to stimulate students

28、motivation.Hopefully, it will provide answers to the following questions:1） The practical impact of the teachers motivating strategies.2） Does students English level affect the effectiveness of the motivating strategies? And the solution of this problem.3） The effective strategies of stimulation on

29、the students learning motivation.1.3 Layout of the thesisThis thesis includes five chapters.Chapter 1 makes a general introduction to the background, objective and layout of the thesis. Chapter 2 provides a brief review of the previous work , including a introduction of contributions made by numerou

30、s researchers to the definition of motivation, network assisted teaching system, the study of motivation and motivating strategies，and the Dornyeis Three-Level motivation theory. Chapter 3 introduces the research design of the study, data collection, research method and research steps. Chapter 4 dev

31、otes to analysis data collected by interviews, classroom observations, and questionnaires designed through Dornyeis Three-Level motivation theory. Chapter 5 concludes the study with a discussion on major findings, implications, limitations of this thesis and suggestions for the further study.Chapter

32、 2 Literature ReviewThis part will give a review of motivation, motivating strategies and the space of this thesis.2.1 A review of motivation and motivating strategies in ChinaWen(1996) says that the motivation of learning English is the reason and purpose of learning English, Wen(2001) also divides

33、 motivation into deep motivation and surface motivation. Deep motivation refers to those immaterial motivation including knowledge, hobby, etc, while surface motivation refers to those material motivation including diploma, high salary, good works, etc.Wu(1996) discusses the use of internal motivati

34、on and external motivation including:1. Asking students questions;2. The teaching feedback and evaluating scheme;3. How rewards and punishment affect students motivation;4. A positive class environment;5. Introduce competitive mechanisms actively.Liu(2016) makes a visual analysis of college English

35、teaching Research under the internet, he says the study of the network assisted teaching has become an important field in college English teaching research under the modern information technology environment, however, most researches focuses on the macroscopic field of teaching model, and the micro

36、field of teaching model is diverse and decentralized, at the same time, teachers are still the main body in teaching model, and there are few key effective theories about the network assisted teaching.He gets three points of his study:1) The study of the network assisted teaching has become an impor

37、tant field in college English teaching research under the modern information technology environment.The network assisted teaching, college English teaching model and independent learning work together with other researches, which have a complex and stable structure. Those researches about the networ

38、k assisted teaching are concentrated, have clear trends and keep pace with the time. This indicates that college English teaching reform is in an important and critical turning stage.2) Most researches focuses on the macroscopic field of teaching model, and the micro field of teaching model is diver

39、se and decentralized.The new teaching model presents a number of research trends including teachers, task-based approach, classroom teaching and college English writing, while the micro field of teaching model is diverse and decentralized, and teaching management, curriculum setting and teaching eva

40、luation have not be hot topics for research, this reflects the research of teaching is not enough.3) There are few key effective theories about the network assisted teaching.At present, college English teaching in china is at a very important stage of development. The studyo

41、f college English teaching seems to have a relatively stable structure on the microscopic field, but the structure of the micro field of teaching model which relates the essence of college English teaching reform is still weak, which may affect the expected effect

42、of college English teaching reform. In the past ten years, the study of college English teaching failed to grasp the key of the main ideas of teaching reform, teachers are still the main body in classes, and its effective theories are not enough.Zhang(2017) emphasizes that English learning in colleg

43、es requires students have a strong motivation, so this relies on students autonomous learning ability. The factors that influence students English learning motivation include teachers and students. As the main body of learning, students play adecisive role in English learning

44、0;as well as English learning motivation. Students personalities, goals, hobbies, will, self-expectations and self-evaluations can affect students English learning motivation, besides, English activities and personal efforts are also important factors in motivating

45、 students learning motivation. Teachers are also important to motivate students English learning motivation. The humorous language, preparing courses enough, full of knowledge, the ability of organizing English activities, be patient, diverse teaching methods and encouragement can greatly stimulate

46、students learning motivation.There are three ways to cultivate and motivate college students English learning motivation:1) Deeping students understanding of EnglishTeachers should help students recognize the importance of English ability,

47、and make students know the benefits of a good English ability, so that to make them learn English independently.2) Develop students interest in learning EnglishTeachers can make students know the knowledge of western culture in order to cultivate and inspire students English learning motivation.3) H

48、elp students identify learning objectivesTeachers should help students make short-term and long-term learning goal according to their personalities, and help them learn English by plans.4) Create a positive atmosphere in classroom teachingThe classroom atmosphere has great influence on cultivating a

49、nd inspiring students English learning motivation, and college English teachers should create a positive atmosphere in which relies on teachers various teaching methods as well as the good communication between teachers and students classroom teaching.5) A correct evaluationTeachers should take corr

50、ect evaluation systems, it means teachers evaluation should not be limited to the results of final examination papers, but the participate in English activities and the performance in classes, in addition, since students English level is different, teachers should focus on the progress of students r

51、ather than the scores, in this way, students English learning motivation can be maintained.Wang(2015) says college English teaching should go on advancing online learning with the development of internet. Online learning needs the support of intelligent terminals, network technologies and software e

52、quipment as well as enhancements of teachers information techniques. Wang(2015) also puts forwards a mixed education including:a. MOOC + flips(it includes students autonomic learning before classes, the discussion in classes as well as teachers and students feedback after classes)b. Microlecture + f

53、lips (it relates to the videos created by teachers according to the teaching schedule, the key and difficult points of classes and students learning characteristics)With the help of internet, teachers should use MOOC and Mirolecture in teaching activities so that to motivate students learning motiva

54、tion.Wang(2017) claims the reason that why stratified teaching is developed in China, she says that the openness of the knowledge and methods in class teaching is an important feature, and the use of the Internet is a new way for teachers and students in learning process. Teachers should also pay at

55、tention to the problems in stratified teaching. Class affairs should be noticed in this process, and the balance between stratified teaching and the national Public English Test System, meanwhile, building up new assessment system is also an important part in stratified teaching. The stratified teac

56、hing is a valuable attempt for college English teaching reform which is consistent with Chinese traditional teaching philosophy, meanwhile, it is also helpful to the construction of high college English teachingsystem. There are s

57、till some problems in the implementation of this teaching model, so this requires educators work together so as to explore a suitable stratified teaching development model.Su(2017) lists the advantages of stratified teaching in college English. As an effective English teaching model, stratified teac

58、hing which has changed traditional teaching, focuses on situational teaching and students' ability of using English as well as their individual development, has received more and more attention in the process of college English teaching in independent colleges. To establish a good relationship b

59、etween teachers and students, stratified teaching focuses on cultivating students' English learning motivation, furthermore, Su(2017) also elaborates on the problems exists in traditional English teaching in independent colleges.1. the position of English teaching is not clear enoughTeachers in

60、independent colleges focus on cultivating students general English skills, which leads to a disconnection between General English and Professional English, while cultivating teaching can make them connect well, so that students can be applied talents in English major to meet the employment needs of

61、college students.2. Students poor English skillsThe students' English foundation is poor, their learning attitudes do not align with their English learning habits, and the lack of learning ability to learn is not conducive to the improvement of students' English proficiency.3. English teaching methods and Evaluation system in independent Colleges is incomplet