高职非英语专业学生英语课堂学习环境与学习动机强度

Classroom Learning Situation and Motivational Intensity of Non-English Majors in English Learning in Vocational Colleges

学习动机强度是学习动机的重要组成部分。学生的学习动机强度的高低能预示学生的学习成绩的好坏。以高职非英语专业学生为调查对象,运用定量的研究方法,从课程,教师和小组三个方面对其英语课堂学习环境与学习动机强度之间的相关性进行分析与研究。结果显示英语课堂学习环境中的教师因素与学习动机强度高度正相关。学生对教师的教学风格和教学方法评价越高,其学习动机强度越高。课程和小组因素也与学习动机强度呈中度正相关。

This thesis examined the correlation between Chinese vocational college non-English majors＇ English class-room learning situation and English learning motivational intensity from three aspects including course - specific components, teacher - specific components and group - specific components. The results show that course - specific components are highly and positively correlated with motivational intensity. The more the learners are content with their teachers＇ teaching styles and teaching methods, the higher motivational intensity they will have. It was also found that there exits a moderately positive correlation between course - specific components, group - specific components and motivational intensity.