LESS SUCCESSFUL STUDENTS' MOTIVATION AND THEIR TEST PERFORMANCES  

学业欠佳大学生的英语学习动机与英语成绩的关系(英文)

作　　者：王天发[1] 

机构地区：[1]海南大学

出　　处：《Chinese Journal of Applied Linguistics》2006年第6期50-55,49+127,共8页中国应用语言学（英文）

摘　　要：Through questionnaire investigation, three major motivation types have been identified in less successful second year students (judged by the state exam CET4) in Hainan University: type A — integrative/intrinsic motivation (interest in culture and language), type B — job-related motivation (learning for better jobs), and type C — test-oriented motivation (learning to pass tests). Students with instrumental motivation (types B & C) far out-number those with integrative motivation (type A). Significant differences in test performance are found between type A and type C, and type B and type C. No significant difference is found between the test performance of type A students and that of type B students.本文用问卷调查的方式调查了大学二年级学业欠佳学生的英语学习动机,并研究了不同动机类型与学习成绩之间的关系。发现主要有三种动机:内在动机、工作驱动型动机和考试驱动型动机。绝大多数学业欠佳学生的动机属后两种,即外在动机。前两种动机占主导地位的学生的考试成绩明显强于因考试而被迫学习的学生。对英语有内在兴趣的学生的考试成绩略高于工作驱动型的学生,但没有统计学意义。

关 键 词：integrative/intrinsic motivation job-related motivation test-oriented motivation test performance 

分 类 号：H319[语言文字—英语]