自我决定理论视角下大学英语教师教学转型的动机研究  

College English Teachers’ Motivation for Transition into EAP Teaching: A Self-determination Theory Perspective

作　　者：章木林 邓鹂鸣[1] Zhang Mu-lin;Deng Li-ming(Wuhan University,Wuhan 430072,China/Wuhan University of Science and Technology,Wuhan 430081,China;Wuhan University,Wuhan 430072,China)

机构地区：[1]武汉大学,武汉430072 [2]武汉科技大学,武汉430081

出　　处：《外语学刊》2020年第3期63-68,共6页Foreign Language Research

基　　金：教育部人文社科项目“学术英语导向下的大学英语教师整合技术的学科教学知识研究”(17YJC740125);武汉科技大学人文社会科学高水平项目培育计划“高校学术英语课程改革中教师投入的影响因素与作用机制研究”(W2019008)的阶段性成果。

摘　　要：文章通过开放式问卷调查,探究大学英语教师由通用英语向学术英语教学转型的动机,基于自我决定理论对动机类型进行分析。结果表明,在学术英语课程改革初期,教师转型主要受自主型动机,即认同调节和内部动机的调控,其中,教师对改革趋势的认同以及对其社会有用性和个人有用性价值的认可是促使教师转型的关键动因。此外,学术英语教学更具专业性与挑战性,更能满足教师对能力、自主和关系的基本心理需要,可为教师转型提供必要"养分"。文章指出:课程改革实施过程中,应唤醒教师的自我专业发展意识、创设支持性改革环境,以激励教师积极转型。This open-ended questionnaire survey study explores college English teachers’ motivation for the transition into EAP tea-ching. The study draws on the self-determination theory in categorizing the motivation. The results show that, at the initial stage of EAP-oriented reform, teachers’ transition is mostly regulated by autonomous motivation, i.e. identified regulation and intrinsic motivation. Moreover, teachers’ identification with the EAP-oriented reform tendency and the resultant recognition of EAP’s social or personal utility value constitute the key motives for their transition. This study also finds that EAP teaching is perceived to be more professional and challenging, which can better satisfy teachers’ basic needs for competence, autonomy and relatedness, thus providing the necessary "affordances" for their transition. To encourage teachers’ adaptive transition in the stream of reform, it is important to arouse their awareness of autonomous professional development and to cultivate supportive climate.

关 键 词：学术英语课程改革 大学英语教师 转型动机 自我决定理论 

分 类 号：H319[语言文字—英语]