对南召一中高一学生英语学习动机状况分析

’learningneedsfromthepointofpsychology,itdriveslearner’slearningactivitytowardthecertaingoal.Thewriterinvestigatedfirst-yearstudents’motiveofEnglishlearninginNanzhaoNo.1SeniorHighSchool.Throughtheformofquestionnaire,thepurposeistofindoutthegapamongthestudentsinlearningEnglishandthefactorsaffectingthestudents’motiveinEnglishlearning.Thethesisdiscussedsomepersonalviewsontheresultsofinvestigationoffirst-yearstudents’motiveinEnglishlearning,aswellasexploredsometeachingmethodsonhowtostimulatestudents’interestintheprocessofteaching,teachthestudentsscientificwaysofstudytostrengthentheirlearningmotiveandimprovetheirlearningability.Keywords:First-yearstudentsinSeniorHighSchool;MotiveofEnglishlearning;InfluentialFactors;Countermeasures摘要学习动机从心理上反映了学习者的学习需要，它驱使学习者的学习活动朝着一定的目标前进。笔者以问卷的形式，通过调查新平一中高一年级学生的英语学习动机，旨在从中找出学生间在学习英语时存在的差距及影响学生英语学习动机的因素。本文根据调查结果就高一学生的学习动机谈几点个人认识,并探讨一些在教学过程中激发学生英语学习兴趣的途径,教学生一些科学的学习方法，从而强化学生的学习动机，提高学习能力。关键词：高一年级学生；英语学习动机；影响因素；相应措施………………………………………………………………………..11.1ThePurposeandSignificanceoftheStudy…………………………………….11.2TheScopeoftheStudy………………………………………...................…….21.3ResearchQuestions……………………………………………………………..22.LiteratureReview.………………………………………………………….……..22.1DefinitionofLearningMotive………………………………………………….32.2RelatedTheories………………………………………………………….……..43.ResearchMethodology.……………………………………………………………44.DataCollectionandAnalysis………………………………………………………54.1FindingsoftheMultipleChoices……………………………………………….54.2FindingsoftheOpenQuestions………………………………………………...64.3TheInfluentialFactorsofStudents’MotiveofEnglishLearning………………74.3.1PersonalFactors………………………………………………………………74.3.2ExternalFactors………………………………………………………………85.TrainingonMotivesofEnglishLearning………………………………………….95.1ClearingDefiniteEnglishLearningObjectives…………………………………105.2CultivatingFierceThirstforEnglishKnowledge……………………………….105.3MakingUseoftheFeedbackEffectofLearningOutcomes…………………….115.4UsingPraiseandCriticismCorrectly………..…………………………………..115.5CarryingoutEnglishExtracurricularActivities…..……………………………..126.Conclusion……………………………………………………………………………13References……………………………………………………………………………..15Appendix………………………………………………………………………………16’learningneedsfromthepointofpsychology,itdriveslearner’slearningactivitytowardthecertaingoal.Thewriterinvestigatedfirst-yearstudents’motiveofEnglishlearninginNanzhaoNo.1SeniorHighSchool.Throughtheformofquestionnaire,thepurposeistofindoutthegapamongthestudentsinlearningEnglishandthefactorsaffectingthestudents’motiveinEnglishlearning.Thethesisdiscussedsomepersonalviewsontheresultsofinvestigationoffirst-yearstudents’motiveinEnglishlearning,aswellasexploredsometeachingmethodsonhowtostimulatestudents’interestintheprocessofteaching,teachthestudentsscientificwaysofstudytostrengthentheirlearningmotiveandimprovetheirlearningability.1.1.ThePurposeandSignificanceoftheStudyAsisknowntoall,moreandmorepeopleareinvolvedinlearningtheinternationallanguage,English.Thedevelopmentoflanguagelearnersmaybeinfluencedbyvariousfactors,suchasinternal,external,students’psychologicalandnonintellectualfactors.MotivationisanimportantinfluentialfactorinEnglishstudy,itcausesfurtherinfluenceonlearners.WhetherlearnerswanttolearnalanguagelikeEnglishorlearncardriving,motorracingorcookingdeliciousfood,theycanlearnandimprovetheirperformancebyanalyzingtheirownmotive.Thispaperconsistsofthreeparts,tobeginwith,motivesoftheSeniorHighSchoolstudentswillbeexpounded,second,itsaffectfactorswillbediscussed,andlast,somestimulatingstrategieswillbeproposed.Theaimofthepaperistomakestudentsthinkhighlyofstudyandteachersconcernsmoreabouttheirstudents’learningsituations.AsEnglishlearningmotivationhasabiginfluenceonlearningeffects,Psychologicaltheorypointsout“motivationiswhatgetsyougoing,keepsyougoing,anddetermineswhereyouaretryingtogo”(RobertE.Slavin,2005:201).Learningisledbymotivation.Ifeachstudentknowsclearlytheirownlearningmotivation,theywillhavemoredefiniteobjectives’confidenceandhelpstudentsimprovelearningresults.1.2.TheScopeoftheStudyThescopeofthestudywasfirst-yearstudentsinNanzhaoNo.1SeniorHighSchool.Itwasthefirstsemesterin2009-2010.660studentswhocamefromdifferentplacewereinthisgrade,therewere12classesandeachclasshadnearly50students.100sharesofquestionnaireweremade,and100studentsintotalparticipatedinthequestionnaire,therewerealmost8studentsselectedrandomlyfromeachclass.1.3.ResearchQuestionsObviously,thisstudycannotcoverallpeople’sEnglishlearningmotives,whichhasbeenconductedinthisplaceofNanzhaoNo.1SeniorHighSchool.Thefollowingthreequestionswillbediscussedinthisthesis:A:WhatkindsofmotivesdothestudentsholdwhenlearningEnglish?B:Whataretheinfluentialfactorsonstudents’motiveofEngl