本文選題：合作學習　切入點：外語學習動機　出處：《山西財經(jīng)大學》2017年碩士論文

【摘要】：學習者的情感因素對他們的學習至關重要,國內(nèi)外眾多研究者對此投入了極大關注。這些情感因素包括學習態(tài)度、學習信念、學習焦慮、學習動機等等。而在這些情感因素中,動機和焦慮對學生學習成敗起到了舉足輕重的作用。多項研究顯示:動機會影響學習的獨立性、專注度以及學習技巧的應用,最終動機對學生的影響會體現(xiàn)在他們的學習成績上。焦慮是一種復雜的情緒,許多學生在使用英語和同伴交流時,會覺得不自在,這種不安就是焦慮。焦慮對語言習得的三個階段(輸入、加工和輸出)都有很大影響。焦慮與學習者的動機、態(tài)度、自我評估及學習成績密切相關。合作學習是一種全新的教學模式,近年來越來越受到人們的歡迎。合作學習將全班進行分組,之后以小組的形式展開教學活動,學生通過互相合作共同完成一項任務。合作學習對外語學習有很大影響:(1)能夠增強學生的自尊和自信;(2)能夠激發(fā)學生學習英語的動力;(3)能夠為學生提供更多的機會去用英語和同伴進行交流;(4)能夠降低學生的外語學習焦慮。本文旨在實證調(diào)查合作學習是否真的對提高外語學習動機、降低外語學習焦慮有效。本論文的研究問題如下:1.大學生的外語學習動機和學習焦慮現(xiàn)狀如何?2.合作學習如何影響大學生的學習動機和學習焦慮?3.大學生對合作學習持什么樣的態(tài)度?為了回答以上三個問題,本研究進行了為期一個學期的實驗。本研究的研究對象是來自中國北方某高校的55名二年級的非英語專業(yè)學生。他們分別來自兩個自然班,一個班29人,作為實驗班,采用合作學習教學;另一個班26人,作為對照班,采用傳統(tǒng)教學。在本實驗中,筆者采用定量和定性相結(jié)合的方法來收集數(shù)據(jù)。研究工具包括一次英語水平測試、三次英語學習動機問卷、三次外語課堂焦慮問卷、一次需求分析問卷和一次訪談。筆者運用統(tǒng)計軟件SPSS20.0對所有的實驗數(shù)據(jù)進行了分析。結(jié)果表明:(1)目前大學生在英語課堂上存在著學習動機不足、焦慮偏高的情況;(2)和傳統(tǒng)教學相比,合作學習可以有效緩解大學生英語課堂焦慮,但對英語學習動機沒有顯著影響;(3)大學生對合作學習普遍接受,認為合作學習是學習英語的一種有效方式。因此,根據(jù)研究結(jié)果,筆者建議大學英語課堂可以采用合作學習。
[Abstract]:Learners' affective factors are of great importance to their learning, and many researchers at home and abroad have paid great attention to them. These affective factors include learning attitude, learning beliefs, learning anxiety, learning motivation and so on. Motivation and anxiety play an important role in the success or failure of students' learning. Several studies have shown that motivation affects learning independence, concentration and the application of learning skills. The effect of final motivation on students is reflected in their academic performance. Anxiety is a complex emotion, and many students feel uncomfortable when they use English to communicate with their peers. Anxiety is anxiety. Anxiety has a great effect on the three stages of language acquisition (input, processing and output). Anxiety and learners' motivation and attitude, Self-assessment and academic achievement are closely related. Cooperative learning is a new teaching model, which has become more and more popular in recent years. Cooperative learning groups the whole class and then carries out teaching activities in groups. Cooperative learning has a great impact on foreign language learning. (1) it can enhance students' self-esteem and self-confidence. 2) it can stimulate students' motivation to learn English. The purpose of this paper is to investigate whether cooperative learning really improves the motivation of foreign language learning. Reducing foreign language learning anxiety is effective. The research questions in this thesis are as follows: 1. What is the current situation of college students' foreign language learning motivation and anxiety? 2. How does cooperative learning affect college students' learning motivation and anxiety? 3. What is the attitude of college students towards cooperative learning? In order to answer the above three questions, this study carried out a one-semester experiment. The subjects of this study were 55 non-English majors from a university in northern China. They were from two natural classes. One class of 29 students, as the experimental class, the use of cooperative learning teaching; the other class of 26, as a control class, using traditional teaching. In this experiment, The research tools include one English proficiency test, three English learning motivation questionnaires and three foreign language classroom anxiety questionnaires. A needs analysis questionnaire and an interview. The author analyzed all the experimental data by using the statistical software SPSS20.0. The results show that there is a lack of motivation for college students in English classroom. Compared with traditional teaching, cooperative learning can effectively relieve English classroom anxiety of college students, but it has no significant effect on English learning motivation. It is believed that cooperative learning is an effective way to learn English. Therefore, according to the results of the study, the author suggests that cooperative learning can be adopted in college English classroom.
【學位授予單位】：山西財經(jīng)大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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