大学生英语动机自我系统及其与学习投入程度的相关性——针对清华大学非英语专业大一学生的实证研究  

Relationship between Motivation and Devotion: A Case Study of Tsinghua University Non-English Major Freshmen

作　　者：吕中舌[1] 杨元辰[1] 

机构地区：[1]清华大学外文系,北京100084

出　　处：《清华大学教育研究》2013年第3期118-124,共7页Tsinghua Journal of Education

摘　　要：本文采用定量研究与定性分析相结合的方法,以清华大学220名非英语专业大学一年级学生为研究对象,探索了英语学习动机的内在结构,并建立了不同的英语学习动机类型与学习投入程度之间的关系。研究表明:1)大学生英语学习动机主要可分为内在兴趣、外部要求、文化交流、社会责任、辅助工具和个人发展六种类型,其中内在兴趣、文化交流、辅助工具和个人发展动机构建了学习者的"理想二语自我",外部要求和社会责任动机塑造了学习者的"应然二语自我"。2)学习者的理想二语自我、应然二语自我和二语学习经历共同作用于其学习投入程度。理想二语自我与学习投入程度呈正相关;应然二语自我贡献越大,学习投入程度反而越低。3)大学生英语学习动机大多经历了从"工具型"到"融入型"的转变。随着现实二语自我与理想二语自我差距的缩小,其学习投入程度逐渐增加。4)教师的教学方法和态度对于引导学生树立正确动机,提高其学习投入程度起到非常重要的作用。This study explored Tsinghua University students＇ motivation for learning English as a foreign language （EFL） and how it correlated with their persistence and performance in the learning process. Data were collected with a questionnaire survey to 220 non-English major freshmen at Tsing- hua University. The analytical results achieved by means of SPSS 14. 0 indicated four major findings. First, students＇ English learning motivation was manifold, including two major types, instrumental and integrative, and six subtypes. Second, tests of students＇ English learning devotion, measuring each participant＇s learning initiative and time spent learning English, showed that 35.0% of the partici- pants were highly devoted, 41.5% reported medium devotion, while 23.5% belonged to the low devo- tion group. Third, integrative motivation, such as the desire to pursue overseas educational experi- ences, was a positive predictor of students＇ English learning devotion, while instrumental motivation, which meant studying with the aim of passing examinations related negatively to students＇ English learning devotion in general. Fourth, teachers＇ instructional practices served as a vital stimulus for students to create their ideal second language （L2） self and improve their motivational behavior. The significant correlation between learning motivation and devotion spoke cogently to the need for language pedagogy in China to address the motivational aspect of language learning for the purpose of engaging learners and enhancing learning effectiveness. Directions for future studies were also provided.

关 键 词：理想二语自我 应然二语自我 学习投入程度 非英语专业大一学生 

分 类 号：G642.0[文化科学—高等教育学]