课堂动机策略运用于日语教学实践的有效性研究  

A Study on the Effectiveness of Classroom Motivation Strategies in Japanese Teaching Practice

作　　者：张勇[1] Zhang Yong

机构地区：[1]扬州大学外国语学院,江苏扬州225127

出　　处：《东北亚外语研究》2021年第3期66-71,共6页Foreign Language Research in Northeast Asia

基　　金：扬州大学2019年类SPOC混合课程:日本文化传统(YZUHH2019-14)的阶段性成果。

摘　　要：研究二语学习动机的学者近年越来越关注课堂教学情境下的动机研究,提出了许多教师激励学生学习动机的课堂动机策略。为了证明其有效性,这些动机策略需要在实际的课堂教学中接受检验。本研究通过访谈和问卷,调查日语专业学生的学习动机水平以及他们对教师课堂动机策略的认识,然后在此基础上有针对性地设计了教改实践活动,用以提高学生的学习动机。研究结果表明,学生的学习动机水平不同,他们对教师课堂动机策略重要性的认识也存在差异。经过教改实践,原本学习动机水平较高的学生可以继续维持较高水平的动机,而原本动机水平低迷的学生则能有效地提高他们的学习动机。Scholars who study the motivation of second language learning pay more and more attention to the study of motivation in classroom teaching situation in recent years,and put forward many teachers’motivation strategies to motivate students to learn motivation.In order to prove its effectiveness,these motivational strategies need to be tested in the actual classroom teaching.Through interviews and questionnaires,this study investigates the learning motivation level of Japanese majors students and their understanding of teachers’classroom motivation strategies,and then designs activities of the teaching reform practice on this basis to improve students’learning motivation.The results showed that students with different motivations considered the importance of motivational strategies in different ways,students with higher learning motivation can continue to maintain a higher level of motivation,while students with low motivation level can effectively improve their motivation from the teaching reform practice.

关 键 词：动机策略 日语专业学生 教学实践 跟踪调查 

分 类 号：G4[文化科学—教育学]