大学生基础阶段英语学习动机跟踪——综合大学英语专业样本报告

Chinese Students' English Learning Motivation in the First Two College Years——A Longitudinal Study on English Majors in a Comprehensive University

结合量的和质的方法,跟踪考察了综合大学英语专业本科生在一、二年级基础阶段的英语学习动机。定量数据结果显示,动机强度两年中无显著变化。就动机类型而言,学生在两年中保持了较稳定的高水平长远工具型动机、对目的语言文化的内在兴趣动机和较稳定的低水平学习成绩动机。学习情境动机在一年级出现了显著上升。综合分析显示,学生经历了从为他人学到为自己学的转变,对情境的感觉从入学初的焦虑和敏感转向相对安全,自我评价也从波动转向稳定。此外,在对目的语言文化的内在兴趣有所深入的同时,指向母语文化的社会责任动机在两年中出现了显著下降。对这一现象有多种可能的解释,值得进一步关注。

Combining quantitative and qualitative methods, this longitudinal study investigates the English learning motivation of English majors in a comprehensive university in their first two college years. It finds that motivational intensity remained stable. In general students＇ long - term instrumental motivations,intrinsic motivation regarding the target language and cuhure remains high, and immediate achievement motivation remains low over the two years. Learning situation motivation significantly increases in the first year. The native - culture oriented social responsibility motivation significantly decreases in two years. Attempts are made to explain such phenomena in light of both the social context and the psychological development of individuals.