在經(jīng)濟(jì)全球化趨勢(shì)下,少數(shù)民族學(xué)生學(xué)好國(guó)家通用語(yǔ)的同時(shí)學(xué)習(xí)國(guó)際語(yǔ)言,是新世紀(jì)對(duì)少數(shù)民族基礎(chǔ)教育發(fā)展提出的新要求。因此,掌握“英語(yǔ)”這一國(guó)際通用語(yǔ)言,拓展少數(shù)民族學(xué)生的國(guó)際視野和跨文化能力是發(fā)展民族教育的科學(xué)之舉。義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)中明確規(guī)定:教師應(yīng)在教學(xué)中不斷激發(fā)并強(qiáng)化學(xué)生的學(xué)習(xí)興趣并引導(dǎo)他們逐漸將興趣轉(zhuǎn)化為穩(wěn)定的學(xué)習(xí)動(dòng)機(jī)。如此看來(lái),深入探究少數(shù)民族學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)將無(wú)疑對(duì)落實(shí)情感態(tài)度目標(biāo)、提高國(guó)際交流能力、適應(yīng)世界多極化具有重要意義。本研究以四川峨邊彝族自治區(qū)的五渡中心小學(xué)為個(gè)案研究,彝族小學(xué)生為研究對(duì)象,采用定性和定量研究相結(jié)合的方法,圍繞“是什么”、“為什么”、“怎么做”三個(gè)步驟展開(kāi),對(duì)彝族小學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)進(jìn)行現(xiàn)狀調(diào)查。采用問(wèn)卷調(diào)查法,將收集數(shù)據(jù)使用SPSS22.0統(tǒng)計(jì)軟件進(jìn)行系統(tǒng)分析,回答“彝族小學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的特點(diǎn)是什么”的問(wèn)題。在此基礎(chǔ)上采用訪談法,問(wèn)卷調(diào)查法(訪談提綱和問(wèn)卷主要是按照Dornyei,Z的外語(yǔ)學(xué)習(xí)動(dòng)機(jī)三層說(shuō)理論從語(yǔ)言層面、學(xué)習(xí)者層面和學(xué)習(xí)環(huán)境層面三個(gè)層面來(lái)設(shè)計(jì))和實(shí)物收集法,對(duì)影響因素進(jìn)行深入分析、探究原因,回答“為什么”的問(wèn)題。最終,針對(duì)“如何從教師、... 

【文章來(lái)源】：西華大學(xué)四川省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 Significance of the study
Chapter Two Literature Review
    2.1 Definitions and classifications of motivation
        2.1.1 Definitions of motivation
        2.1.2 Classifications of motivation
    2.2 Studies of FLL motivation abroad
    2.3 Studies of FLL motivation at home
        2.3.1 Main studies in ELM
        2.3.2 ELM in different subjects
        2.3.3 ELM in national minority
    2.4 Studies on Yi students’ELM
Chapter Three Theoretical Foundation
    3.1 Dornyei’3-Level theory
        3.1.1 Language level
        3.1.2 Learner level
        3.1.3 Learning situation level
Chapter Four Methodology
    4.1 Research design
    4.2 Subjects
    4.3 Instruments
        4.3.1 Questionnaire
        4.3.2 Interview
        4.3.3 Practicality collection
    4.4 Procedures of data collection
Chapter Five Results and Discussion
    5.1 Results of Questionnaire One
        5.1.1 General characteristic of Yi pupils’ELM
        5.1.2 Other characteristics of Yi pupils’ELM
        5.1.3 Discussion
    5.2 Results of Questionnaire Two
        5.2.1 Language level
        5.2.2 Learner level
        5.2.3 Learning situation level
        5.2.4 Discussion
Chapter Six Implications in Stimulating Yi pupils’ELM
    6.1 Implications for English teachers
        6.1.1 Carrying out teaching activities with Yi features
        6.1.2 Seizing opportunities to improve professional skills
        6.1.3 Teaching with the help of multimedia and internet
    6.2 Implications for parents
        6.2.1 Giving more practical supports skillfully
        6.2.2 Learning to use the internet
        6.2.3 Cooperating with the school and teachers
    6.3 Implications for school leaders
        6.3.1 Enhancing the status of English subject
        6.3.2 Guaranteeing reasonable supports and opportunities for Englishteachers
        6.3.3 Establishing a Socio-School-Family tripartite cooperation
Chapter Seven Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻讀碩士學(xué)位期間發(fā)表的論文及科研成果
Acknowledgements



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