大学英语教师课堂动机策略及其对学生动机的影响-学科教学(英语)专业论文.docx

motivation strategies and students’ motivation behavior is significant. Further more, the teachers’ motivational strategies positively predicts students motivation. The significant positive correlation between the measurements of the teachers and students is significant strong under the background of motivation research, therefore provides strong evidence that the teacher motivation practice is very important. Key words: College English teacher Teachers’ motivational strategies Students motivation II PAGE PAGE IV 摘 要 本研究的目的是对大学教师激励策略的使用和大学生在以英语为外语（EFL）的 动机行为之间的关系。研究者们在基于学习者二语动机及其自我效能感研究的基础 上开始有倾向认为教师对于动机策略的运用有利于增强二语学习者的学习动机，为 此，笔者以观测了十五名教师的课堂运用动机状况及其三百多名以英语为二语的学 习者课堂动机行为变量作为支撑本文的实证数据。 学生的学习动机变化情况是通过一个参照由 Guilloteaux 和 D?rnyei （2008）开 发的课堂观测手段来掌控的，即语言教学动机定向（MOLT）来衡量的；这一观察方 案是可以用来评估教师对教学动机策略的运用,此语言教学动机定向是遵循 Spada 和 Fr?hlich(1995)的语言教学交际取向（communication orientation of language teaching， COLT）方案的实时编码原则的，本文亦借鉴了 D?rnyei(2001)的外语课堂动机策略框 架的可观测的教师行为的分类。观察者还会填写一份事后评定量表来评价教师的整 体激励动机实践；在课后观察者邀请教师自己对自身运用教学动机策略的情况及倾 向做了自我评价问卷，并请学生也做了动机行为问卷调查。教师及学生的调查问卷 都借鉴了 Guilloteaux 和 D?rnyei （2008）的论文。 一方面，本文对教师运用动机策略的实际情况以及教师对动机策略运用情况的 自我认知做了相关研究，结果显示这两个变量基本无差异；教师普遍对运用动机策 略以提高学生的动机行为表示赞同。另一方面，研究结果显示教师的动机策略运用 和学生的动机行为是显著相关的，教师的动机行为对学生的动机具有促进作用。这 样的结果为教师运用动机策略的推行提供了很重要的实践意义。 关键词：大学英语教师 教师动机策略 学生动机 Content Abstract ··············································································································I 摘 要 ·········································································································· III Introduction ··································································································· (1) literature review 1.1 Definition of motivation······································································ (3) 1.2 Motivation types ················································································· (5) 1.3 Motivation and second language learning·············································· (9) 1.4 Teach