少数民族地区高校本科生英语学习动机研究  

A Study on English Learning Motivations of Undergraduates in Ethnic Minority Areas

作　　者：夏珺[1] Xia Jun

机构地区：[1]黔南民族师范学院外国语学院,贵州都匀558000

出　　处：《科教文汇》2017年第16期132-137,共6页Journal of Science and Education

摘　　要：本文结合高一虹等人提出的英语学习动机类型以及问卷量表,以黔南民族师范学院为例,探讨了分级教学下非英语专业学生英语学习动机发展。研究结果显示,初次分班后,A班学生主要以"内在兴趣动机"、"个人发展动机"和"社会责任动机"为主,B班学生主要以"成绩动机"和"社会责任动机"为主。无任何干扰因素影响下,AB班动机呈稳定下滑趋势,A班成绩动机由弱到强,B班内在兴趣动机逐渐上升。加入干扰因素后,AB班信息媒介和出国动机显著提升,且带动其他动机强度上涨。对比AB班学习动机保持情况,A班保持效果要好于B班,但B班前期涨幅要强于A班。Taking Qiannan Normal University for Nationalities as an example,this paper discusses the development of non-English majors'English learning motivations in hierarchical teaching,combined with the learning motivation types and questionnaire proposed by researchers including Gao Yihong.The results show that,after the initial class-division,the learning motivations of students from Class A are mainly"intrinsic interest motivation","personal development motivation"and"social responsibility motivation",while the learning motivations of students from Class B are mainly"performance motivation"and"social responsibility motivation".Without any interference factors,the motivations of the two classes show a steady downward trend:the performance motivation of Class A changes from weak to strong,while the intrinsic interest motivation of Class B increases gradually.After adding interference factors,the motivations of information media and going abroad of both classes improve significantly,and raise the strength of other motivations.Contrasting the motivation maintenance of Class A with that of Class B,the effect of Class A is better than that of Class B,but Class B rises more quickly than Class A at the earlier stage.

关 键 词：少数民族 地方高校 非英语专业本科生 分级教学 英语学习动机 

分 类 号：H319[语言文字—英语]