本文選題：動機減退 + 影響因素��； 參考：《南京航空航天大學》2017年碩士論文

【摘要】：在英語教學過程中,我們通常會發(fā)現(xiàn)有相當部分的學生在英語學習過程中表現(xiàn)出學習動機越來越弱,甚至失去了學習的動力。正如D?rnyei(2005)所指出,在語言學習過程中,學習者會受到積極和消極因素的雙重影響,其中那些負面的影響就是語言學習動機減退的因素。一直以來,廣大研究者將焦點置于動機的積極方面,研究對象基本是重點院校的在校大學生,而對于三本院校學生英語學習動機減退的研究相對較少。事實上,動機減退現(xiàn)象在三本院校學生英語學習過程中普遍存在,它已經成為影響學習者進步的重要因素。本文旨在調查三本院校非英語專業(yè)大學生英語學習動機的減退情況以及影響其動機減退的因素。為此,本研究設計了三個問題:1)三本院校非英語專業(yè)大學生是否存在動機減退現(xiàn)象?2)影響動機減退的因素有哪些?性別之間是否存在顯著差異?3)非英語專業(yè)學生如何看待動機減退現(xiàn)象并采取哪些策略克服英語學習中的動機減退?本研究的研究對象為南京航空航天大學金城學院非英語專業(yè)一、二年級共509名學生,研究工具是調查問卷和半結構式訪談。本研究使用SPSS 22.0對量化數(shù)據(jù)結果進行了分析,其中包括描述性統(tǒng)計、因子分析和獨立樣本T檢驗分析。之后又邀請了參加問卷調查的25名學生進行了半結構式訪談。訪談數(shù)據(jù)采用內容分析法,作為對問卷結果的深度補充。研究結果表明:三本院校非英語專業(yè)大學生中存在英語動機減退現(xiàn)象,近67%的參與者承認在英語學習中出現(xiàn)過動機減退。其次,影響被試動機減退的因素主要有7大類,按其影響程度由強到弱分別是:二語學習的失敗經歷,教材內容,課程設計,缺乏內在動機,學習態(tài)度,學習環(huán)境以及教師因素。值得注意的是,教師因素對受試者影響不大,這與以往研究不一致。第三,女性被試更容易受內在因素的影響,例如失敗的二語學習經歷,缺乏內在動機和消極的學習態(tài)度,而男性被試更容易受到外在因素的影響,包括教材內容和二語課堂氣氛。最后,參與訪談的被試嘗試使用四種策略以重新增強學習動機,包括背英語單詞,閱讀英語報刊,練習四級真題以及看英文電影和電視劇。
[Abstract]:In the process of English teaching, we usually find that a considerable number of students show weaker and weaker motivation in the process of English learning and even lose their motivation to learn. In the process of language learning, learners are affected by both positive and negative factors, among which the negative factors are the factors of the decrease of language learning motivation. For a long time, the majority of researchers have focused on the positive aspects of motivation, and the research object is basically the students in key universities, but the study on the decrease of English learning motivation of the students in the three colleges is relatively few. In fact, motivation decline is a common phenomenon in the process of English learning in the three colleges and universities, which has become an important factor affecting learners' progress. The purpose of this paper is to investigate the decline of English learning motivation of non-English major students in three colleges and the factors influencing their motivation decline. Therefore, this study designed three questions: 1) whether there is a phenomenon of motivation decline in non-English majors in three colleges and what are the factors affecting motivation decline? (3) how do non-English majors view the phenomenon of motivation decline and what strategies do they take to overcome motivation decline in English learning? The subjects of this study are 509 non-English majors in Jincheng College of Nanjing University of Aeronautics and Astronautics. The research tools are questionnaires and semi-structured interviews. In this study, SPSS 22.0 was used to analyze the quantitative data, including descriptive statistics, factor analysis and independent sample T-test analysis. Then 25 students who participated in the questionnaire were invited to conduct semi-structured interviews. The interview data were analyzed by content analysis as a depth supplement to the results of the questionnaire. The results show that there is a decrease in English motivation among non-English major students in three colleges and nearly 67% of the participants admit that they have experienced motivation decline in English learning. Secondly, there are seven main factors that affect the motivation decline of the subjects. According to the degree of influence from strong to weak, they are: failure experience of second language learning, teaching material content, curriculum design, lack of intrinsic motivation, learning attitude. Learning environment and teacher factors. It is worth noting that the teacher factor has little effect on the subjects, which is inconsistent with previous studies. Third, female subjects were more likely to be influenced by internal factors, such as failed L2 learning experience, lack of intrinsic motivation and negative learning attitude, while male subjects were more susceptible to external factors. Including the content of the textbook and the second language classroom atmosphere. Finally, the interviewees tried to use four strategies to enhance their learning motivation, including memorizing English words, reading English newspapers and periodicals, practicing real questions in CET-4, watching English movies and TV series.
【學位授予單位】：南京航空航天大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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