二語(yǔ)動(dòng)機(jī)自我系統(tǒng)視角下的初中生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)研究
發(fā)布時(shí)間：2020-12-10 03:03
英語(yǔ)學(xué)習(xí)動(dòng)機(jī)研究在國(guó)內(nèi)外越來越受歡迎,研究視角從社會(huì)心理階段、認(rèn)知情境階段、過程取向階段過渡到二語(yǔ)動(dòng)機(jī)自我系統(tǒng)階段。已有的二語(yǔ)動(dòng)機(jī)自我系統(tǒng)研究多關(guān)注高水平的學(xué)習(xí)者,少有研究涉及基礎(chǔ)階段的英語(yǔ)學(xué)習(xí)者�；诖�,本研究重點(diǎn)考察二語(yǔ)動(dòng)機(jī)自我系統(tǒng)視角下的中國(guó)初中學(xué)生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)。具體研究問題為:1)不同年級(jí)初中生的二語(yǔ)動(dòng)機(jī)自我系統(tǒng)(理想二語(yǔ)自我、應(yīng)該二語(yǔ)自我、二語(yǔ)學(xué)習(xí)經(jīng)驗(yàn))有何差異?2)對(duì)于不同年級(jí)的初中生,其二語(yǔ)動(dòng)機(jī)自我系統(tǒng)在多大程度上能預(yù)測(cè)努力程度?3)在一學(xué)年中,受試的二語(yǔ)動(dòng)機(jī)自我系統(tǒng)發(fā)生了怎樣的變化?本研究采用Dornyei的三層次框架和二語(yǔ)動(dòng)機(jī)自我系統(tǒng)理論,以隨機(jī)抽取自湖南瀏陽(yáng)的876名初中學(xué)生為受試,探究了英語(yǔ)學(xué)習(xí)動(dòng)機(jī)差異及其與努力程度之間的關(guān)系,并采用半結(jié)構(gòu)化訪談,考察了8位受試一學(xué)年中二語(yǔ)動(dòng)機(jī)自我系統(tǒng)的變化情況。研究發(fā)現(xiàn):1)不同年級(jí)初中生的理想二語(yǔ)自我無(wú)顯著差異,但八年級(jí)學(xué)生的應(yīng)該二語(yǔ)自我水平顯著高于九年級(jí)學(xué)生,七年級(jí)學(xué)生的二語(yǔ)學(xué)習(xí)經(jīng)驗(yàn)水平顯著高于九年級(jí)學(xué)生。2)理想二語(yǔ)自我、應(yīng)該二語(yǔ)自我和二語(yǔ)學(xué)習(xí)經(jīng)驗(yàn)顯著預(yù)測(cè)學(xué)生的努力程度;對(duì)于七年級(jí)學(xué)生而言,應(yīng)該二語(yǔ)自我的作用大于理想二語(yǔ)...
【文章來源】：湖南師范大學(xué)湖南省 211工程院校
【文章頁(yè)數(shù)】：112 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
A List of Abbreviations
Introduction
Chapter One Literature Review
1.1 Studies on L2 Learning Motivation
1.2 Studies on L2 Motivational Self System and Intended Effort
Chapter Two Theoretic Bases
2.1 The Three-level Framework
2.2 L2 Motivational Self System
2.2.1 Theoretical Foundations of L2 Motivational Self System
2.2.2 The Three Constituents of L2 Motivational Self System
Chapter Three Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter Four Results & Discussion
4.1 Differences in L2 Motivational Self System
4.1.1 Differences in Ideal L2 Self
4.1.2 Differences in Ought-to L2 Self
4.1.3 Differences in L2 Learning Experience
4.2 Effects of L2 Motivational Self System on Intended Effort
4.3 Changes of Junior School Students'L2 Motivational Self System inan Academic Year
4.3.1 Changes in Ideal L2 Self
4.3.2 Changes in Ought-to L2 Self
4.3.3 Changes in L2 Learning Experience
Conclusion
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Semi-structured Interview Outline
Acknowledgements
本文編號(hào)：2907972
【文章來源】：湖南師范大學(xué)湖南省 211工程院校
【文章頁(yè)數(shù)】：112 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
A List of Abbreviations
Introduction
Chapter One Literature Review
1.1 Studies on L2 Learning Motivation
1.2 Studies on L2 Motivational Self System and Intended Effort
Chapter Two Theoretic Bases
2.1 The Three-level Framework
2.2 L2 Motivational Self System
2.2.1 Theoretical Foundations of L2 Motivational Self System
2.2.2 The Three Constituents of L2 Motivational Self System
Chapter Three Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter Four Results & Discussion
4.1 Differences in L2 Motivational Self System
4.1.1 Differences in Ideal L2 Self
4.1.2 Differences in Ought-to L2 Self
4.1.3 Differences in L2 Learning Experience
4.2 Effects of L2 Motivational Self System on Intended Effort
4.3 Changes of Junior School Students'L2 Motivational Self System inan Academic Year
4.3.1 Changes in Ideal L2 Self
4.3.2 Changes in Ought-to L2 Self
4.3.3 Changes in L2 Learning Experience
Conclusion
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Semi-structured Interview Outline
Acknowledgements
本文編號(hào)：2907972
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