【摘要】：動(dòng)機(jī)是決定學(xué)生英語(yǔ)學(xué)習(xí)成敗的關(guān)鍵因素之一,而英語(yǔ)學(xué)習(xí)中“去動(dòng)機(jī)”現(xiàn)象普遍存在,用以激發(fā)和維持學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的策略研究成為近年來(lái)外語(yǔ)教學(xué)領(lǐng)域的研究熱點(diǎn)。本文旨在研究初中英語(yǔ)教師課堂的動(dòng)機(jī)策略(即“用來(lái)激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)的策略”)意識(shí)水平和使用情況,并提出了以下三個(gè)研究問(wèn)題:(1)初中英語(yǔ)教師動(dòng)機(jī)策略意識(shí)水平現(xiàn)狀如何?(2)初中英語(yǔ)教師對(duì)動(dòng)機(jī)策略的使用有什么特點(diǎn)?(3)不同年級(jí)的教師在動(dòng)機(jī)策略意識(shí)水平和使用頻率上是否有差異?如果有,有什么差異?本研究通過(guò)對(duì)來(lái)自昆明市6所中學(xué)的60位初中英語(yǔ)教師的問(wèn)卷調(diào)查和半結(jié)構(gòu)式訪談得到研究數(shù)據(jù),并用SPSS11.5對(duì)所得到的數(shù)據(jù)進(jìn)行分析。研究結(jié)果表明:受試教師的動(dòng)機(jī)策略意識(shí)水平很高,40項(xiàng)動(dòng)機(jī)策略中,有36項(xiàng)的結(jié)果顯示為重要或者是很重要,被認(rèn)為很重要的動(dòng)機(jī)策略主要分布在教師行為、師生關(guān)系、自信、任務(wù)、努力和自主性這幾個(gè)分量表中。而教師動(dòng)機(jī)策略的使用頻率結(jié)果顯示,有32項(xiàng)動(dòng)機(jī)被經(jīng)常使用。教師偏向于使用的動(dòng)機(jī)策略類型為師生關(guān)系、教師行為、努力、自信、任務(wù)和自主性,而目標(biāo),小組和比較這幾類策略則是最不常使用的策略類型。初中英語(yǔ)教師對(duì)各項(xiàng)動(dòng)機(jī)策略的重要性認(rèn)識(shí)使用頻率上有差異,有些教師認(rèn)為重要的策略并未得道頻繁使用。此外,研究結(jié)果顯示三個(gè)年級(jí)的老師在動(dòng)機(jī)策略意識(shí)水平和使用頻率上差異不顯著。基于以上研究結(jié)果,本文對(duì)初中英語(yǔ)教師在動(dòng)機(jī)策略的使用方面提出了一些建議。希望本研究對(duì)教學(xué)改革以及教師自身發(fā)展會(huì)有啟示意義。
[Abstract]:Motivation is one of the key factors to determine the success or failure of students' English learning. The phenomenon of "de-motivation" in English learning is widespread. The research on strategies to stimulate and maintain students' motivation in English learning has become a hot topic in the field of foreign language teaching in recent years. The purpose of this paper is to study the level of awareness and use of motivation strategies ("strategies used to stimulate students' learning motivation") in the classroom of junior middle school English teachers. And put forward the following three research questions: (1) what is the status quo of junior middle school English teachers' motivation strategy consciousness level? (2) what are the characteristics of junior middle school English teachers' use of motivation strategies? (3) the teachers of different grades are moving. Are there differences in the level of strategic awareness and frequency of use? If so, what's the difference? In this study, 60 junior middle school English teachers from 6 middle schools in Kunming were investigated by questionnaires and semi-structured interviews, and the data were analyzed by SPSS11.5. The results show that the level of motivation strategy consciousness is very high, 36 of the 40 motivation strategies are important or very important, and the most important motivation strategies are teacher behavior, teacher-student relationship, and so on. Self-confidence, task, effort and autonomy in these subscales. The frequency of use of teacher motivation strategies shows that 32 motivations are frequently used. The types of motivation strategies teachers prefer to use are teacher-student relationship, teacher behavior, effort, self-confidence, task and autonomy, while goals, groups and comparisons are the least commonly used strategies. Junior middle school English teachers have different understanding of the importance of various motivational strategies. Some teachers think that the important strategies are not used frequently. In addition, the results showed that there was no significant difference in the level of motivation and strategy awareness and the frequency of use among teachers in the three grades. Based on the above results, this paper puts forward some suggestions on the use of motivation strategies for junior middle school English teachers. I hope this research will enlighten the teaching reform and teachers' own development.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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