小学生英语学习动机发展及教师教育行为对其的影响

Primary School Students' English Learning Motivation and the Effect of Teachers' Teaching Behavior on It

运用《英语学习动机问卷》和《教师教育行为问卷》对398名3-6年级小学儿童英语学习动机及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)总体上,小学阶段儿童内在动机水平高于外在动机,但是两种动机都随年级增长而下降;(2)小学三、五年级女生的内在动机水平显著高于男生,而到了六年级,女生的外在动机水平显著高于男生;(3)英语教师的消极评价、鼓励与帮助、交流与重视行为与儿童内在动机显著相关,且具有重要预测作用。研究结果表明,学校、教师和家长应重点关注高年级学生的内在动机的维持,并且英语教师要多给予学生积极的评价、鼓励和帮助,以提高和维持学生的内在动机。

With the English Language Learning Motivation Scale and the English Language Teachers＇ Teaching Behavior Questionnaire as the instruments and 398 students from grades 3 to 6 as the subjects,the study explores the development trends of Chinese primary school students＇ English learning motivation,and the effect of English teachers＇ teaching behavior on it.The results show that：（1） as a whole,the primary school students＇ intrinsic motivation level is significantly higher than their extrinsic motivation level,but the two kinds of motivation both decrease with the rise of grades;（2） in Grade 3 and Grade 5,girls＇ intrinsic motivation level is significantly higher than boys＇;however,in Grade 6,girls＇ extrinsic motivation exceeds boys＇;（3） English teachers＇ negative evaluation,encouragement and assistance,communication and recognition are the major predictors of students＇ intrinsic motivation for English learning.These findings indicate that teachers and parents should pay more attention to keeping the intrinsic motivation of students in higher grades,and that English teachers should try to give students more positive evaluation,encouragement and assistance,which will be very helpful to improve their intrinsic motivation.