初中英语教师教学行为对学生动机的影响研究

The Effect of English Teachers' Teaching Behaviors on Junior High School Students' English Learning Motivation

目的考察英语教师教学行为对初中生英语学习动机的影响。方法采用学习自我调节问卷、一般性学习动机问卷、英语教师教学行为问卷对662名初中生进行测试。结果在控制了一般性学习动机之后,英语教师的自主性支持行为会积极促进学生内在动机(β=0.34,P<0.001)和认同调节动机(β=0.22,P<0.001)的发展,组织行为对学生的认同调节动机具有显著的积极影响(β=0.10,P<0.01),控制行为则增强学生的外部调节动机(β=0.19,P<0.001)和投射调节动机(β=0.08,P<0.05)。初中生的一般学习动机和英语学习动机存在交互作用。结论初中英语教师教学行为对学生英语学习动机具有独特影响,同时可以通过英语学习动机,影响学生的一般性学习动机。

Objective To explore the effect of English teachers’ teaching behaviors on junior high school students’ English learning motivation.Methods A total of 662 junior high school students were administrated with Academic Self-Regulation Questionnaire,Learning Process Questionnaire and English Teaching Behaviors Questionnaire.Results When general academic motivation was controlled,teachers’ autonomy support were the positive predictor for students’ intrinsic motivation（β=0.22,P〈0.001）and identified regulation（β=0.10,P〈0.01） and teachers’ structure also had a positive effect on students’ identified regulation（β=0.10,P〈0.01）.However,teachers’ control had the positive effect on students’ external regulation（β=0.19,P〈0.001）and introjected regulation（β=0.08,P〈0.05）.There were interactions between students’ academic motivation and English learning motivation.Conclusion English teachers’ teaching behaviors have independent and positive effect on students’ English learning motivation,and they also affect students’ general academic motivation via english learning motivation.