教育环境下非英语专业大学生英语学习动机结构的建模与验证  

Modeling and verification of the structure of College English learning motivation within educational context

作　　者：周颂波[1] 何莲珍[1] 闵尚超[1] 

机构地区：[1]浙江大学

出　　处：《现代外语》2011年第3期287-295,329-330,共9页Modern Foreign Languages

基　　金：教育部学生自主学习能力培养专题研究项目(教高司函[2009]194号)的研究成果;广东外语外贸大学外国语言学及应用语言学研究中心的支持

摘　　要：本研究基于Drnyei(1994)的外语学习动机框架,探究教育环境下非英语专业大学生的英语学习动机结构。通过对来自全国八所高校的2,489名非英语专业大学生进行问卷调查,并对数据进行统计分析,研究发现,中国大学生英语学习动机包括三个层面上的八种动机:语言层面上的外语深层价值、外语表层价值和外语生命力;学习者层面上的自我效能、结果归因、学习态度和信念;以及学习情境层面上的学习情境态度和外语使用焦虑。其中,语言层面动机影响学习层面动机,并进而影响学习情境层面动机。研究还发现,外语深层价值、学习态度和信念分别是构成语言层面动机和学习者层面动机的最重要因素。This study aims to investigate the internal structure of College English learning motivation in educational context,based on Drnyei’s (1994) framework of L2 motivation.Statistical analyses were performed on the survey data collected from 2,489 non-English major undergraduates from eight tertiary institutions in China.Results show that the English learning motivation of Chinese college students is comprised of 8 components at 3 levels: L2 deep value,L2 surface value,and L2 vitality at the language level;self-efficacy,attribution,and language learning attitudes and beliefs at the learner level;and learning situation attitudes and L2 use anxiety at the learning situation level.Motivations at the language level affect those at the learner level,which in turn affect motivations at the learning situation level.Results also indicate that L2 deep value and language learning attitudes and beliefs are respectively the most important components of motivations at the language level and the learner level.

关 键 词：教育环境 非英语专业大学生 英语学习动机 

分 类 号：H319[语言文字—英语]