【摘要】 學(xué)習(xí)動機是影響英語學(xué)習(xí)者學(xué)習(xí)效果的重要因素之一。從社會語言學(xué)角度出發(fā),學(xué)習(xí)動機受家庭、學(xué)校等社會環(huán)境影響。本文以Robert Gardner, Wallace Lambert,和Zoltan Dornyei的學(xué)習(xí)動機理論為指導(dǎo),探討海南少數(shù)民族地區(qū)中學(xué)生英語學(xué)習(xí)動機類型,從家庭經(jīng)濟條件、父母教育程度、父母職業(yè)狀況、父母對子女英語學(xué)習(xí)的態(tài)度等四方面了解家庭背景對子女英語學(xué)習(xí)動機和成績的影響,尋找?guī)椭�家庭和學(xué)校有的放矢地鼓勵和指導(dǎo)學(xué)生學(xué)習(xí)英語,提高少數(shù)民族地區(qū)學(xué)生英語學(xué)習(xí)成效的辦法。本研究采用問卷調(diào)查法和文獻研究法,以海南少數(shù)民族地區(qū)具有代表性的兩個初級中學(xué)225名中學(xué)生及其父母為研究對象,調(diào)查學(xué)生的英語學(xué)習(xí)動機和家庭背景,調(diào)閱學(xué)校有關(guān)學(xué)生的成績檔案,了解學(xué)生的英語學(xué)習(xí)成績,然后使用SPSS對原始數(shù)據(jù)進行分析。本研究共有10個假設(shè),其中6個被證實,2個被否定,2個被部分否定。研究發(fā)現(xiàn)：海南少數(shù)民族地區(qū)學(xué)生英語學(xué)習(xí)動機主要有三類(融合性動機、工具型動機、情景型動機),學(xué)生的動機強度表現(xiàn)為中等強度；父母受教育程度與學(xué)生融合性動機、工具型動機、以及學(xué)習(xí)成績正相關(guān)；父母的職業(yè)狀況對學(xué)生的英語成績有影響；家庭經(jīng)濟狀況與學(xué)生的英語學(xué)習(xí)動機和學(xué)習(xí)成績沒有顯著關(guān)系；父母的英語能力影響其子女的融合性學(xué)習(xí)動機,父母對英語的興趣影響子女的英語學(xué)習(xí)成績；父母對子女英語學(xué)習(xí)關(guān)注度越高,與老師交流越頻繁,學(xué)生的英語學(xué)習(xí)成績越好,而且越能激發(fā)學(xué)生的工具型動機；家庭英語學(xué)習(xí)環(huán)境與學(xué)生英語學(xué)習(xí)成績和動機正相關(guān)；父母對子女英語學(xué)習(xí)的監(jiān)督頻率影響其英語學(xué)習(xí)成績,父母對子女英語學(xué)習(xí)的參與度有助于激發(fā)其融合型動機；父母認為英語是子女最應(yīng)學(xué)好的課程之一。根據(jù)以上發(fā)現(xiàn),筆者建議從三方面對海南少數(shù)民族地區(qū)學(xué)生的英語學(xué)習(xí)進行正面干預(yù)：幫助該少數(shù)民族地區(qū)學(xué)生及其父母提高對英語重要性的認識；加強學(xué)校與家長的溝通；學(xué)校與社會各界合作,幫助父母為學(xué)生的英語學(xué)習(xí)創(chuàng)造良好的環(huán)境。
 
【關(guān)鍵詞】 海南少數(shù)民族地區(qū)； 中學(xué)英語教育； 英語學(xué)習(xí)動機； 英語學(xué)習(xí)成績； 家庭背景； 應(yīng)用語言學(xué)； 社會語言學(xué)；

CHAPTER IINTRODUCTION

Necessity of the Study
Hainan is an old remote province inhabited many minority nationalities such as Li(15.84 percent), Miao (0.28 percent), and Zhuang (0.67 percent). Although the governmenthas increased living allowance for rural students receiving compulsory education, somestudents still drop out of school. Each year teachers in the rural should visit parents whosechildren are not at school and attempt to persuade the children to receive school education.Due to inadequate development of economy and culture, the average level of education inHainan is lower than other places on the mainland, especially English education. A mountof students in minority areas are poor in English learning. At this point，it is necessary toknow students' and parents’ inner thoughts about English learning, as well as parents'attitudes toward children's English learning. Four key terms need to be defined before the investigation. It may help to clarify thevariables analyzed, the methodologies employed, and the findings that resulted. They aremiddle schoolers in Hainan minority areas, English learning achievements, motivations,and family backgrounds.Middle school students in this study refer to those who inhabit in Hainan minorityareas. They are Han students or minority students. They have already acquired someEnglish fundamental knowledge. English learning Achievements are the scores studentsachieved in their final English test, which is developed by teachers in the local educationbureau to inspect students' learning effect.
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Significance of the Study
Theoretically, research has documented a close relationship between familybackgrounds (such as family economic conditions，parents' educational level，and parents'profession), students' learning motivations, and students' achievements. With an empiricalresearch in this study, it intends to verify the rationality in Hainan minority areas.Practically，this study is going to explore to what extend do family backgrounds andparents' attitudes toward student's English learning affect students' motivations and theirEnglish achievements. It not only helps family, school and society to positively educatestudents, but also accelerates the development of English education, improves soft powerof culture，and drives the construction of international tourism island.
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CHAPTER nLITERATURE REVIEW

Researches on English Education of Middle Schoolers in ChineseMinority Areas
Researches on English education of middle school students in Chinese minority areasdated from the reform and opening-up policy. On account of language transfer from theirnative language and mandarin, it was difficult for them to learn English. Recent years, thedifferences on culture background and learning habit between Han nationality students andminority students have gradually been recognized. Scholars have carried outmanyresearches. They could be classified into three aspects: English teaching reform, Englishlearning difficulties and solutions, and English learning attitude, motivation and strategy.Researches on English teaching reformTo improve the quality of English education, it was necessary to reform and developEnglish teaching modes. Qin Xixue (2011) claimed that the reform should tend to bedynamic，interesting, and interactive. He pointed out that middle school students shouldcommunicate more with each other in English, and should not just recite words or practicethe abilities of reading and writing. It would arouse students' sense of exploration withsome interesting activities created by teachers. Teachers should also carry out interactiveteaching methods to strengthen the communication with and between students.Yang Hongli and Wu Xiaoyu (2012) paid more attention to cultural clash in theprocess of English teaching reform in Tibetan areas of Gansu. They indicated that newcurriculum standard ignored regional differences. The national English textbook could notfulfill Tibetan students* needs. Students suffered from difficulties of language transformation (Tibetan, Mandarin, and English) as well as the transformation of thoughts.Since Tibetan was their native language, it was not easy for them to acquire English underthe Mandarin environment. In order to reduce the negative transfer of Mandarin, YangXiaoxuan (2012) put forward Tibetan-English teaching mode. Teachers taught English inTibetan but not in Chinese. As to teaching evaluation system, she promotedprocess-oriented assessment. It involved students’ self-assessment, assessment betweenstudents, and teachers’ assessment. Besides, motivations, learning interest, and learninghabit of students should be included in the assessment system. Thus, teachers could adjustteaching methods according to the outcomes of these assessments. One possible limitationof the Tibetan-English teaching mode was a lack of teachers who could speak Tibetan.

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本文編號：8858