外语学习动机.docVIP

缺乏外语学习动机被视为导致中国农村初中英语教学效率低下的决定性原因之一，本文从多角度探讨了外语学习动机的定义、分类、影响动机的因素以及动机研究对外语教学的启示。在农村初二年英语教学实践当中，作者还提出了激发初中生英语学习动机的相关策略。通过强化学生的学习动机，使教与学的过程趋于和谐统一，从而获得最佳的教学效果。?更多还原 【Abstract】 The author in this paper discusses, from different perspectives, the definition and classification of motivation in foreign language learning and analyzes the factors which exert influences on the inspiration of motivation, regarded as one of the crucial reasons leading to the inefficiency of village Junior Middle School English teaching in China. In the processes of Junior Grade Two English teaching in the village school, the author also puts forward corresponding ways to motivate junior students to study English. By means of enforcing students?learning motivation, the processes of teaching and learning will tend towards greater harmony and unification, thus achieving the best teaching result.?更多还原 初一学生外语学习策略和学习动机训练研究Learning Strategy and Academic Motivation Training in Foreign Language Learning in Grade 7 【摘要】 本研究采用实验干预的方法,在同一所初中初一年级四个班级进行了外语学习策略和学习动机的训练研究,目的在于考察初一年级学生的学习动机水平、学习策略使用情况,探讨其与外语学习成绩的关系,并通过对学习策略和学习动机的训练,研究其对学习成绩的影响。结果表明:1、初一学生的学习策略水平呈正态分布,即较多学生具有中等程度的学习策略水平,而具有高水平或低水平学习策略的学生较少;学习动机水平呈负偏态,即大部分学生具有较高的学习动机水平。2、初一学生的外语学习成绩与学习动机水平呈显著正相关,学习策略水平也与学习动机水平呈显著正相关,但学习策略水平与外语学习成绩之间的相关不显著。3、外语学习策略训练对学生学习策略水平的没有显著影响,对学习动机水平和学习成绩的影响也不显著;外语学习动机训练能显著提高学生的学习动机水平,但对学生的学习策略水平和学习成绩的影响不显著;外语学习策略和动机双训练能显著提高学生的学习策略水平、学习动机水平和学习成绩。4、通过路径分析,建立了学习策略、学习动机和学习成绩之间的关系模型:学生的前测学习成绩、后测学习动机水平能够预测其后测学习成绩;前测学习动机水平、前测考试成绩和后测学习策略水平可以预测后测学习动机水平;同时,前测学习策略水平可以预测其后测学习策略水平。?更多还原 【Abstract】 By the method of experimental intervention, learning strategy and academicmotivation training study in foreign language learning were programmed in fourclasses in Grade 7 of a junior middle school in the present study, in order toinvestigate the level of academic motivation and the use of learning strategy in foreignlanguage learning in Grade 7, and discuss their relationship with foreign languageachievement. Then the training effects on