中学生英语学习动机减退影响因素实证研究  

An Empirical Study of Demotivators in Middle School Students' English Learning

作　　者：刘宏刚[1] 李宗强[2] 高理想[1,3] 

机构地区：[1]东北师范大学外国语学院,吉林长春130024 [2]阜阳师范学院信息工程学院外语系,安徽阜阳236041 [3]亳州一中南校,安徽亳州236800

出　　处：《浙江外国语学院学报》2016年第6期32-37,共6页Journal of Zhejiang International Studies University

基　　金：吉林省教育厅"十二五"社会科学研究项目(1405064);东北师范大学学院本科教学综合改革项目(2014DSJX007)

摘　　要：为了探究中学生英语学习动机减退的原因,文章以来自吉林省6个地区的2153名中学生为研究对象,采用定量和定性相结合的方法对其进行了研究。探索性因子分析得到8个因子:课程衔接、学习焦虑、教师师德、经济支持、语言学习态度、学习者自信心、父母辅导和教师基本功。这8个因子又可分别归入教师因素、课程因素、家长因素和学习者因素等4类因素。为了进一步增强中学生英语学习动机,提升其英语学习质量,有必要在加强小学与初中、初中与高中英语课程之间的衔接,提高英语教师自身素养,加强家校协作等方面作出努力。To explore demotivators in middle school students’ English learning,this study adopted the mixed-methods approach to investigate 2153 students from 6 different middle schools in Jilin Province. The results of exploratory factor analysis indicated eight demotivators：course cohesion,teachers’ responsibility, teachers’ basic teaching skills,parental guidance,parental economic support,learners’ language attitudes, learning anxiety and learner confidence. Those demotivators were further grouped into the dimensions of teacher,course,parent and learner. In order to enhance middle school students’ motivations and improve the effects of learning English,the paper proposed that endeavors be made to remotivate students by strengthening the coherence of courses between primary school and junior high school,and the junior high school and senior high school;improving the teacher professional qualities and promoting the collaboration between parents and schools.

关 键 词：中学生 英语学习 动机减退 实证研究 

分 类 号：H319.3[语言文字—英语]