高一虹(2003)中国大学本科生英语学习动机类型

Guangzhou,ChinaModernForeignLanguages(Quarterly)Vol.26No.1January2003:28-38MotivationTypesofChineseCollegeUndergraduatesGAOYi-hong,ZHAOYuan,CHENGYing,ZHOUYanThispaperpresentspartofaresearchprojectonChinesecollegeundergraduates’Englishlearningmotivationandself-identitychanges.PreviousstudiesonChinesestudents’Englishlearningmotivationmostlyfollowedtheclassicalmodel(Gardner&Lambert1972;Gardner1985)andtheirexpansions(Tremblayetal.1995),whichwereoriginatedincontextsdifferentfromEFLinChina.ThebasicmotivationtypesofChinesestudentsremainedtobeinductedfromdataoftheactualcontext.Thepurposeofthepresentresearchwastoachievesuchabasicclassification.Thesubjects,obtainedfromastratifiedsampling,were2,278undergraduatesfrom30Chineseuniversitiesin29provinces,autonomousregionsandmunicipalities.TheinstrumentwasaLikert-scalequestionnaire.Itincluded30itemsregardinglearningmotivation,basedessentiallyonasummaryofopenresponsescollectedindifferentprovinces.FactoranalysisandMANOVAwereperformedonthedata,toexploremotivationtypesandexaminetheeffectofdemographicfeatures.Sevenfactorsresultedfromtheanalysis:1)intrinsicinterest;2)immediateachievement;3)learningsituation;4)goingabroad;5)socialresponsibility;6)individualdevelopment;7)informationmedium.Amongthesefactors,“intrinsicinterest”wasrelatedto“integrative”motivationintheclassicalmodel,whereas“immediateachievement”,“individualdevelopment”and“informationmedium”allhadsomefeaturesof“instrumental”motivation,butwithfocusondifferentgoals.“Goingabroad”hadboth“integrative”and“instrumental”elements.“Immediateachievement”and“socialresponsibility”mightbecharacteristicoftheChineseEFLcontext.ResultsalsoshowedthatcollegemajorandEnglishproficiencyhadsignificanteffectsonmotivations.1)Major.Englishmajorsscoredhigherthannaturalandsocialsciencemajorson“intrinsicinterest”and“socialresponsibility.”Theyalsoscoredhigherthansocialsciencemajorson“individualdevelopment”and“informationmedium”.2)Englishproficiency.ThosewhowerebelowthelevelofBand4hadhigher“immediateachievement”motivationthantheBand6group;their“intrinsicinterest”waslowerthanboththeBand6andBand4students.Interactioneffectswerealsofoundbetweenproficiencyandmajor,andbetweenproficiencyandstudents’collegeyear.Keyword:Englishlearning,motivation,Chinesecollegestudents,undergraduatesCorrespondence:(1)GAOYi-hong,EnglishDepartment,PekingUniversity,[e-mail](2)ZHAOYuan,EnglishDepartment,PekingUniversity,[e-mail](3)CHENGYing,EnglishDepartment,PekingUniversity,[e-mail](4)ZHOUYan,NationalResearchCenterforForeignLanguageEducationBeijingForeignStudiesUniversity,100089,[e-mail]20031Jan.2003261ModernForeignLanguages(Quarterly)Vol.26No.1302,27830SPSS[]H195[]A[]1003-6105200301-0028-11*Gardner&Lambert1972;Gardner1985GardnerLambert1972:Atkinson,McClelland,Clark&Lowell1953(Chambers1999:52)()Gardner(1985)Oxford&Shearin1994Dörnyei1994Clment,Dörnyei&Noels1994Tremblay&Gardner1995Gardner,Day&MacIntyre1992;Gardner,Tremblay&Masgoret1997Nunan2001:10,Cohen&Dörnyei2002200020002002199620011993200219983019932000200219982000122930415132///52002232,4732,27892.1%1%%%%//81(13.57%)4(13.33%)1,123,03821.55%540(21.7%)45x3x418018018011(1.84%)1(3.33%)52,4791%401.6%40109(18.26%)5(16.67%)950,30918.23%450(18.45%)30x3x5150150150255(42.71%)13(43.33%)2,235,51142.89%104041.9%80x131,04041(6.87%)2(6.67%)357,5416.86%1606.5%80x2160///100(16.75%)5(16.67%)493,1289.46%25010%50x5250597305,212,0062,4801,5305803703121718-2223-2930620602081110011638307455131851,247565404%0.390.59.1048.651.436.532.822.68.156.325.518.2389-1213-1516/83392148480705142554141042839919%37.241.221.63.531.162.92.462.519.017.70.8305(Cronbach)0.840.650.84,0.7730KMO=0.86Bartlett’sDirectOblimin57.9%4Varimax234611554.54%7532GardnerLambert10.4332/19982000requiredmotivationWarden&Lin20003Dörnyei1994456Norton199576Q13.467122460.30.42343F[143690]=2.57p=.001F[215298]=2.59p=.000F[8411308]=2.15p=.000F[428657]=1.78p=.0012F[21851]=4.75F[21851]=4.84F[21851]=3.65F[21851]=3.76p.059.6%6%MD=.630,p=.025MD=.531,p=.0283SPSS435(MD=.611,p=.044)MD=.604,p=.015MD=.668,p=.022MD=.658,p=.025F[31851]=7.32p=.000F=5.39p=.0013140.6%3(Dörnyei1994)(Gardner&Lambert1972)36Warden&Lin2000intellectualcuriosity2002Atkinson,J.,D.McClelland,CR.A.lark&E.L.Lowell.1953.TheAchievementMotive[M].NewYork:Appleton.Brown,H.D.1994.TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogy[M].NewJersey:PrenticeHall.Chambers,G.N.1999.MotivatingLanguageLearners[M].Clevedon:MultilingualMattersLtd.Clment,R.,Z.Dörnyei&K.A.Noels.1994.Motivation,self-confidence,andgroupcohesionintheforeignlanguageclassroom[J].LanguageLearning44:417-448.Cohen,A.D.&Z.Dörnyei.2002.Focusonthelanguagelearning:Motivation,styles,andstrategies[A].InN.Schmitt(ed.)AnIntroductiontoAppliedLinguistics.London:Arnold.Dörnyei,Z.1994.Motivationandmotivatingintheforeignlanguageclassroom[J].ModernLanguageJournal78:273-284.Gardner,R.C.1985.SocialPsychologyandSecondLanguageLearning:Th