Study on Motivational Factors in L2 Learning 英语论文.doc
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1、Study on Motivational Factors in L2 LearningI. Introduction Motivation is one of the most important factors in language learning. Prior researchers have done a lot. In the West, Gardner and Lambert are two of the most outstanding. In China some scholars such as Qiufang Wen and Yongzhen Shi also did
2、some researches in the field. But most of these researches were done in the field of social psychology and couldnt give a comprehensive understanding of the role motivation plays. On the other hand, few studies have been done on the medical students. This study is to investigate how those variables
3、affecting motivation interact each other in language learning and the differences between high achievers and low achievers. II. Research Methodology 2.1 Instruments Instruments used in this study involved two English language proficiency tests: TEM and CET (Band 4), and a questionnaire. Administerin
4、g the Questionnaire on EFL Learning for medical purposes collected the quantitative data. The qualitative part was used to supplement the former. Reliability analysis of the questionnaire items was performed with SPSS, in which Alpha = .6758. 2.2 Subjects236 subjects from 14 intact classes in two un
5、iversities in Shijiazhuang and Tangshan in March and April, 2003.The 236 subjects involved in the study were sophomores of non-English majors. Among them there are 100 males and 136 females, whose ages ranging from 17 to 22 with an average of less than 20. These subjects were chosen from two medical
6、 universities in Hebei, China. All of them took the national College English Test Band 4 (CET) at the beginning of 2003. These subjects had the similar experience of English learning in high school that made it possible for the research to make generalizations from the data. Distribution of the subj
7、ects in terms of age and TEM scoresMeanRangeMedianMinimumMaximumModeAge19.2519.5172220Scores112.897196.5601311102.3 Data collection and analysisTo win the cooperation from the subjects and their teachers in data collection, universities and classes were specially chosen where the author has acquaint
8、ances. When the questionnaire was administered to a class, the English teacher of the class was invited to be present. Before delivering, the teacher told the class about the survey and its purposes and asked the students to respond to the questionnaire seriously and honestly. They were also told th
9、at the survey was not involved in teachers evaluation of them and that all information about them would be highly confidential and used for research only.The questionnaire was made up of a three-page handout of questionnaire items.Before the students answered the items, detailed instructions were gi
10、ven by the researcher on how to respond to the questionnaire so that the subjects knew clearly what they were expected to do. If they did not feel sure about some items, they could raise their hands to ask the researcher. During the questionnaire administration in each class, the researcher supervis
11、ed subjects responding to the questionnaire. The questionnaire administration averaged about 35 minutes.The author examined the answers one by one when they were handed in. After being checked, sorted and rearranged for the convenience of future data analysis, the data was put into computer with SPS
12、S (Statistical Package for Social Science for Windows). Then relative statistics were conducted.2.4 Qualitative analysisThis part was to experiment with a small number of good and poor language learners concerning questionnaire measurements and the causes they responded to the questionnaire items. T
13、he subjects were asked to keep a record of their English learning activities and emotional response to them in one-week diaries. This qualitative part is used to 1) illuminate and supplement results from the survey, and 2) investigate the possible qualitative differences in motivational variables be
14、tween high achievers and low achievers. 2.4.1 SubjectsTen subjects were selected for the study from one class of Hebei Medical University in Shijiazhuang, five males and five females. And all of them are from the classes the author teaches. Half of the subjects were from the top group, and half from
15、 the bottom group according to their scores on MET and CET Band Four (given at the beginning of 2003). 2.4.2 Instruments2.4.2.1 InterviewThe interview was composed of four parts. First, personal information (name, class, education background and family background).Then questions about their views on
16、 their performance in CET and their interest in English learning. For example, “How do you think of your English achievement?” “Why do you think so?” “Why do you like or dislike English learning?” “Please say something about your interest in English culture.”The third part centered on the subjects v
17、iew on self-efficacy, language anxiety, valence, learning purpose and goal-setting. In this part, some questions should be answered. For instance, “Why do you think you can reach that point (listening, speaking, reading and writing) you mentioned in questionnaire?” “Why do you think it is (/not) wor
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