《FromMotivationtoLearningStrategy_AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategy.docx》由会员分享，可在线阅读，更多相关《FromMotivationtoLearningStrategy_AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategy.docx（47页珍藏版）》请在课桌文档上搜索。
1、FromMotivationtoLearningStrategy:AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategyinChineseEFLClassroominsecondarySchool.AbstractWiththeincreasingpositionofEnglishasaninternationallanguage,ChineseEFL!earnersstartedtorealizetheimportanceofEnglish.Ontheotheraspect,Englishis
2、stillacompulsorycourseinmostprimaryschoolsandsecondaryschoolsinChina,whichmadesomelearnersbeforcedtolearnEnglish.Asaresult,themotivationofthe!earnersiscomplexwhichmighthaveinfluenceontheirL2strategyuse.Thisstudyaimstofindouttherespectiverolesofintrinsicandextrinsicmotivationonlanguagelearningstrateg
3、iesandtheteachers,roleinthesetwoareasofstudyintheexam-basedEFLclassroominaChinesesecondarySchool.Astudywithaquestionnaireandfollow-upinterviewisconductedtoachievethisgoal.Theresultsshowthatinsuchacontext,extrinsicmotivation,especiallytheexamination,hasstrongerrelationwithlearningstrategyandarenormal
4、lyrelatedtoshort-termandhigh-efficientlearningstrategywhileintrinsicmotivationismoreassociatedwithlong-termandinterest-basedstrategies.Implicationsontheteachers,roleinmotivationandlearningstrategyusearediscussed.AcknowledgementsIwouldliketothankmyresearchparticipants,whowelcomedmeintotheirtheatregro
5、upandkindlyallowedmetorecordtheirrehearsals.Iamalsosincerelygratefultomysupervisor,Dr.MadeleineCampbell,forherinvaluablefeedbackandsupportthroughouttheprocessofwritingTableofContentsAbstract1Acknowledgements21. Introduction51.1 .Studycontextandrationale51.2 Learningmotivationandlanguageeducation61.3
6、 Researchaims82. Literaturereview92.1 theGardnerianparadigm92.2 alternativeconceptualizationsofL2motivation132.2.1 theL2MSS132.2.2 .1Relationview162.3 investment182.4 EnglisheducationinChina203. Methodology223.1 .Researchaimsandquestions223.2 Surveymethodanddatacollectionprocess223.3 Procedureanddat
7、aanalysis233.4 Ethics233.5 Researchvalidity243.6 limit244. ResultsandDiscussion254.1 Analysisofsurveyresults254.1.1 Asurveyofstudentspersonalmotivationinsecondlanguagelearning254.1.2 Efficacysurveyofsecondlanguagelearningstrategies264.1.3 Targetorientationofstudents274.1.4 Attributionofstudentstopre
8、viousacademicsuccessorfailure294.1.5 Themediatingroleofteachersinstudentslearning304.2 Analysisanddiscussionofpre-testandpost-test314.3 Analysisofresearchresults354.3.1 RQ1:Whatmotivationalfactorsaffectsecondlanguagelearningstrategies?354.3.2 RQ2:Whatareasofinvestmentcanoptimizesecondlanguagelearnin
9、gstrategies?355.Conclusion405.1 Conclusionofthedissertation405.2 Researchobjectivesandquestions405.3 Summaryofresultsanddiscussion415.4 Resultsofappliedresearch415.5 LimitationsandRecommendations42Bibliography43Appendix I: QuestionnaireSurvey48Appendix II: Analysistableofquestionnairesurveyresults50
10、X.Introduction1.1 .StudycontextandrationaleThe21stcenturyisaninformationage,andEnglishisthemainmediatoolforthecommunicationofinformationandtechnologyintheworld.LearningEnglishhasbecomeoneofthebasicrequirementsfortalentsinthe21stcentury.Ontheonehand,withtheimprovementofEnglishstatusasaninternationall
11、anguage,ChineseEnglishlearnersbegintorealizetheimportanceofEnglish.Ontheotherhand,EnglishisstillacompulsorycourseinmostprimaryandsecondaryschoolsinChina,whichforcessomelearnerstolearnEnglish.Therefore,themotivationandinvestmentofasecondlanguagelearnerisverycomplex.PeopleoftenlinkthesuccessOfEnglishl
12、earningwithlearnerslearningmotivation.AsDornyei&Ushioda(2009),afamouseducationalpsychologist,oncepointedout,nTherelationshipbetweenmotivationandlearningisatypicalcomplementaryrelationship,ratherthanaone-wayrelationship.Teachersintheactualteachingprocess,parentsintheeducationandsupervisionofchildrens
13、learning,howtostimulateandmaintaintheirMotivationinEnglishlearning?ThisinvolvestheinfluencingfactorsofmiddleschoolEnglishlearningmotivation.OnlybyfindingouttheexactinfluencingfactorsofstudentsEnglishlearningmotivation,canweputforwardthecorrespondingstimulatingstrategies,soastoprovideguidanceforfutur
14、eteachingpractice.Intheprocessoflearningasecondlanguage,students1thinkingisgraduallymatureandtheiremotionalstabilityisgraduallyimproved.Especially,theyarefacedwithgreatpressureofenteringschool,whichmakesthemhaveaclearerunderstandingoflearningandmayhavemorecharacteristicsinmotivationdevelopment(Domye
15、i,Z.&Ushioda,E.,2009).Inrecentyears,mostoftherelevantstudiesconductedintheworldfocusoncollegestudentsEnglishlearning,andfewoftheminvolvethemotivationofmiddleschoolstudents*Englishlearning.Therefore,intheresearch,weneedtocomprehensivelyconsiderthestudentssocialandculturalbackground,knowledgebackgroun
16、d,livingenvironmentandlearningatmosphere.Wecannotdirectlyapplytheseresearchresultstoanalyzethemiddleschoolstudents*Englishlearningmotivation.ltisofgreattheoreticalandpracticalsignificancetoinvestigatemiddleschoolstudents*Englishlearningmotivationtypes,understandtheircausesandanalyzerelevantinfluenci
17、ngfactors.1.2 WhenIwasanundergraduate,IparticipatedinmiddleschoolEnglishteachingactivities,andalsoworkedasapart-timemiddleschoolEnglishtutor.Ithinkasalanguagelearnerandeducator,Ibegantothinkaboutmyexperiencesinsmallgroupsfromapedagogicalperspectiveandhowtoexplorethebenefitsofthisapproachtolanguagele
18、arning.Forme,learners*motivationisveryimportantintheprocessofbilingualpracticeinagroup.Inaddition,howlearnerspracticeandcommunicateinEnglishisalsoveryimportant.Afterstudyingthesepracticesfromatheoreticalperspective,Iwanttoknowtheinfluenceofintrinsicmotivationandextrinsicmotivationonlearningstrategie
19、sinmiddleschoolEnglishclasses.1.3 1.earningmotivationandlanguageeducationIntheactualprocessofeducationandteaching,quiteanumberofteachersthinkthatmanymiddleschoolstudentshavenotalentforlearning,andloseconfidenceinstudentswithlearningdifficulties.Gu,M.&Qu,X.(2017)pointedoutthateverychildwithnormalinte
20、lligencehasunlimitedpotentialtobecomeaqualifiedtalent,buttherearedifferencesintheirdevelopmentdirectionandspeed.Whetherstudents1potentialcanbeeffectivelydemonstratediscloselyrelatedtowhetherteacherscanteachstudentsaccordingtoindividualdifferences(D6rnyei,Z.,2005).Studentsindividuallearningdifference
21、sarecloselyrelatedtolearningmotivation.Effectivelearningmotivationcanpromotestudentstoachieveexcellentlearningresults.Therefore,inordertoprovidetargetedandeffectiveguidancetoeachstudent,teachersshouldclarifythecausesofmiddleschoolstudentslearningmotivation.Thisstudymakesanin-depthstudyonlearningmoti
22、vation.Atpresent,itisawell-knownfactthatEnglishlearningcostsstudentsalotoftimeandenergy,especiallymiddleschoolstudents,whospendalotoftimelearningEnglisheveryday(Gu&Qu,2017).Oneofthereasonsforthisphenomenonistheneglectofstudentsownfactors,suchaslearners*secondlanguagelearningmotivation,anxiety,confid
23、enceandsoon.Humanistsbelievethatlanguagelearningisnotonlyacognitivetask,butalsoanemotionalactivityinfluencedbysociety.Thelatter,however,isoftenoverlookedtosomeextent.Affectivevariablesincludelearningmotivation,self-confidenceandanxiety,whichdirectlyaffectlearnerssecondlanguageacquisition.Krashen(198
24、8)pointedoutthatlearnerswithstronganxiety,insufficientlearningmotivationandlackofconfidencehaveastrongfilteringeffectonlanguageandwillnotactivelyacquiremorelanguageinput,whichmakesitdifficultforlanguageinputtoenterthelanguageacquisitionmechanism,thushinderstheacquisitionoflanguageability.Onthecontra
25、ry,intermsofindividualdifferences,learnerswithlowanxiety,highlearningmotivationandhighself-confidencecanobtainmorelanguageinput(ushioda&Dmyei,2009).Relativelyspeaking,suchlearnersaremorelikelytoenterthelanguageacquisitionmechanism,soastoimprovetheacquisitionoflanguageability(ushioda&Drnyei,2009).Aft
26、ercarefulobservationandresearch,alargenumberoffamousscholarsandteachershavefoundthatlearningmotivationplaysacrucialroleintheprocessofsecondlanguageacquisition.Motivation,languageidentityandtheL2self(pp.248-273)proposesthatlearningmotivationcanexplainstudents*successorfailureinsecondlanguagelearning.
27、Lyons(2009)proposedthatwithoutsufficientlearningmotivation,evenlearnerswithextraordinaryabilitycannotachievelong-termlearninggoalsandloftyideals.Dornyei&E,ushioda(2009)alsopointedoutthatitisveryimportantforteacherstostimulatelearnerslearningmotivation.Teachersshouldstimulatestudents*learningmotivati
28、onintheprocessofteaching.Ifateacherdoesnotknowhowtoencouragestudentstoleam,howtostimulatestudentslearningabilitytothemaximumextentandignorestudents*learninginterest,thenasateacher,hewillnotbeabletoachievethegoalhewantstoachieve.Atpresent,inmiddleschoolEnglishclasses,teachersarestillinstillinglanguag
29、eknowledgeintostudents,whilestudentsonlypassivelyacceptknowledge.Thismodeliscalledthebankingmodelofeducation(PauloFreire,1970).nNaturallyleadstoisnotcriticalenough.Middleschoolstudentsshouldhaveaclearlearningmotivationandself-learningawareness,themiddleschoolstageshouldfurtherimproveandmaintainmiddl
30、eschoolstudents*Englishlearningmotivationcanbedividedintointernalandexternaltwoaspects,Englishteachersshoulddotheirbesttoimprovethequalityofteaching,improvestudents1learningmotivation.Basedontheaboveconsiderations,theauthordesignedaquestionnaireandconductedateachingexperiment,inordertoanalyzetheinfl
31、uenceofmiddleschoolstudentsEnglishlearningmotivationonlanguagelearningeducationandstrategies,andfinditstheoreticalbasis,soastoexploreeffectivewaystostimulatemiddleschoolstudentsEnglishlearningenthusiasmandimprovetheteachingefficiencyofEnglishteachers.1.4 ResearchaimsWiththerisingstatusofEnglishasani
32、nternationallanguage,EnglishlearnersinChinaarebeginningtorealizetheimportanceofEnglish.Ontheotherhand,EnglishisstillacompulsorycourseinmostprimaryandsecondaryschoolsinChina,whichforcessomelearnerstolearnEnglish.Therefore,learningmotivationandinvestmentofsecondlanguagestudentsareverycomplicated,which
33、willhaveanimpactonstudents*secondlanguagelearningeffect.Thepurposeofthisstudyistoinvestigatetheimpactof12motivationalselfsystem(L2MSS)onstudents*secondlanguagelearningmotivationandinvestment.Andultimatelytheeffectonlearning.Toachievethisgoal,amixtureofquestionnairesandfollow-upinterviewswasusedinthi
34、sstudy.Theresultsshowthat,inthiscontext,extrinsicmotivation,especiallyexamination,ismorestronglyrelatedtolearningstrategies,usuallyrelatedtoshort-termandefficientlearningstrategies,whileintrinsicmotivationismorerelatedtolong-termandprofitbasedlearningstrategies.Theroleofteachersinlearningmotivationa
35、nduseoflearningstrategiesisalsodiscussed.2. LiteraturereviewThischapterbeginswithareviewofacademicresearchontheGardnerianparadigminSection2.1,focusingontheinterpretationandpresentationofthetext.Section2.2reviewsthetranslationliteratureandmakesanin-depthstudyonthemotivationandinvestmentsubstitutabili
36、tyofbilingualeducationinChina.Section2.3reviewsthreestudiesonlanguagelearningand/orliteracydevelopmentinthecontextoftheeducationalapproachinvolvedbasedonscriptgroupperformance.Finally,Section2.4summarizesthischapter,outliningresearchgapsandthepurposeofcurrentresearch.theGardnerianparadigm1.earningmo
37、tivationisapsychologicalprocessthatstimulates,guidesandmaintainslearningbehavior.Motivationisthekeytolearningsuccess,soteachersabilitytomotivatestudents*motivationshouldberegardedasthecoreissueofteachingeffectiveness(Lee,E.J.,2014).Motivationisgenerallybelievedtobeamajordeterminantofsecondlanguage(L
38、2)learningsuccessasitinitiatesthewholelearningprocessandsustainseffortinthelongrun,andhasthusgainedattentionfromL2researchersinthepastdecades(Domyei&Ryan,2015;Ellis&Larsen-Freeman,2006).Withinthefieldofsecondlanguageacquisition(SLA),languagemotivation(LM)hasbeenstudiedwithdiversetheoreticalframework
39、sandphilosophicalperspectivesinawiderangeofcontexts,andhasbecomeoneofthemostdevelopedresearchareas.Gardner(1985)positedthatlanguagesaredistinctiveschoolsubjectsforforeigncultures,andconsequently?attitudeandmotivationinlearningforeignlanguagesarecrucial.Gardnerandhiscolleagues(Gardner&Lambert,1959,19
40、72)conductedtheveryfirststudiesonmotivationinthefieldofSLA,proposingintegrativeandinstrumentalfactorsthatcontributetomotivationandpredictsuccessinL2learning,whichsetthegroundsformorecomprehensivetheorisationsforthefollowingdecades.Meanwhile,theconstructhasreceivedcriticismswithnewmodelsproposed,ofwh
41、ichsomearecompatiblewiththeGardneriantheoryandotherscreatedifferentfieldsofinterest.InherinfluentialpaperoninvestmentandsocialidentityconstructionofL2learners,Norton(1995)whoformerlypublishedasPeircearguedthatthetheorisationofL2leamer,smotivationfailedtoaddresstheinextricablerelationshipbetweenindiv
42、idualfactorsandthesocialcontext,andwhyhighly-motivatedlearnerssometimesrefusetolearn.WhatGardneriantheoryofmotivationmissesbutinvestmentaimstocaptureis“thesociallyandhistoricallyconstructedrelationshipsoflearnerstothetargetlanguageandtheirambivalentdesiretoIeamandpracticeit”(Peirce,1995,p.17).Indivi
43、dualleamers,investmentinthetargetlanguageshouldbeexaminedinrelationtotheirmultiplesocialidentitieswhichchangeovertimeandspaceandcouldbecontradictory,actingasamediatorofmotivation?andleadinglearnerstospeakinthetargetlanguage.KannoandNorton(2003)furthersuggestedthatimaginedidentitieshaveaprofoundeffec
44、tonlanguagelearning.ThisperspectiveseeminglyconvergeswiththeconstructofpossibleselvesinDomyei,s(2005)prominentmodeltheL2MotivationalSelfSystem.usharestrikingsimilarities,andcorrespondclosely(2005:107).AttemptingtofinddeterminantsofFrench-as-a-second-languagelearningachievementinMontreal,Canada,socia
45、lpsychologistsGardnerandLambert(1959)linkedtheoriesofmotivationtoIeamthefirstlanguagewithSLAandclassifiedthepurposesofL2learningintointegrativeorientation,concerningtoIeammoreaboutthepeopleandcultureofthetargetlanguagegroup,andinstrumentalorientation,reflectingtheutiIitarianvalueoflinguisticachievem
46、ent“inanexploratorystudy(p.267).Gardner(1985,2010)furtherproposedthatlearningforeignlanguagesisdifferentthanothersubjectsatschool,andattitudes(especiallyattitudestowardthetargetculturalcommunity)playamajorroleinSLA,andaccordinglydevelopedtheAttitudeMotivationTestBattery-AMTB,consistingofLikertitemsa
47、ndsemanticdifferentialscales,tomeasurefourcomplexvariableswithmotivationalimplications,namelyintegrativeness,attitudestowardthelearningsituation,motivation,andlanguageanxiety,intheSocio-EducationalModel.Theformerthree(attitudinalandmotivational)variablesmakeupintegrativemotive/motivation,definedasth
48、emotivationtolearnasecondlanguagebecauseofpositivefeelingstowardthetargetlanguagecommunity(Gardner,1985,p.82-83),andintegrativenessincludesintegrativeorientation.Gardnersmodelhasshowngreatvalidity,receivedagreatdealofattentionallovertheworldanddominatedtheL2motivationfieldfordecades.However,itcomesa
49、snosurprisethatsuchconceptualisationbringswithitmisunderstandingsandcriticisms,especiallysurroundingthenotionofintegrativenesswhichwasfoundtopredictL2achievementtoagreatextent().AlthoughGardner(1985)explainedthatorientationisonlyonecomponentofmotivation,andmixingthetwosometimescontributetoconfoundingresultsindifferentcontexts(p.54),thetwotypesoforientationsarewidelyunderstoodasdichotomousande
