活动理论框架下的大学英语学习动机自我系统模型构建被引量：61

A study on College English Learning Motivation Self System Model framed by the Activity Theory

导出

摘要本研究从厘清动机相关概念入手,对国内外二语动机研究进行了综述,创新性地结合Vygotsky社会文化理论中的活动理论和Drnyei的动机自我系统对大学英语学习动机进行了探索。研究通过课堂观察、访谈和动机量表问卷调查的三角论证方法构建了大学英语学习动机模型,对模型的构成要素和动机形成原因进行了剖析,并提出了解决方案,以期为大学英语教学改革提供新的启示。 Starting from the clarification of relevant definitions of motivation, this study summarizes the previous re- search on L2 motivation both at home and abroad. Based on Vygotsky＇s Activity Theory and D^rnyei＇s L2 Motivational Self System, the study then presents a new model to analyze college English learning motivation. Via the triangulation of mixing research methods such as classroom observation, interview and questionnaire survey, it constructs a College English Learning Motivation Model, probes into the composing factors, analyzes the reasons behind motivation, and proposes some possible solutions, with the aim to provide enlightenment for the current college English teaching re- form from fresh perspectives.

作者秦丽莉戴炜栋

机构地区大连外国语大学上海外国语大学

出处《外语界》 CSSCI 北大核心 2013年第6期23-31,共9页 Foreign Language World

基金辽宁省社会科学规划基金2012年度立项课题"二语习得的社会文化理论与生态语言学理论的接口研究与实践"(编号L12DYY017) 辽宁省教育科学"十二五"规划2012年度立项课题"由‘双文化’转向‘多文化’的外语人才跨文化能力培养模式研究"(编号JG12DB161)的阶段性成果

关键词活动理论动机自我系统大学英语学习动机模型动机 Activity Theory Motivational Self System College English Learning Motivation Model motivation

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献28

1A1 Khalil M. Affective, Cognitive, and Behavioral Manifestations of Second Language Motivation in Arabic Task-based Interaction [ R]. Chicago, IL: The American Association for Applied Linguistics Annual Confer- ence, 2011.
2Denzin N K. The Research Act : A Theoretical Introduction to Sociological Methods [ M ]. New York : McGraw- Hill, 1978.
3Dornyei Z. Teaching and Researching Motivation [ M]. Harlow, UK: Longman, 2001.
4Dornyei Z. Attitudes, orientations, and motivation in language learning: Advances in theory, research, and applications [J]. Language Learning, 2003, (53) : 3-32.
5Dornyei Z. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition [ M]. Mahwah, N J: Lawrence Erlbaum, 2005.
6Dornyei Z. The L2 motivational self-system [ A ]. In Dornyei Z & Ushioda E (eds.). Motivation, Language Identity and the 12 Self [ C ]. Bristol, UK : Muhilingual Matters, 2009. 9-42.
7D6rnyei Z & Skehan P. Individual differences in second language learning [ A]. In Long M H & Doughty C J ( eds. ). The Handbook of Second Language Acquisition [ C ]. Malden, MA : Blackwell, 2003. 589-630.
8Engestrom Y. Learning by Expanding : An Activity-theoretical Approach to Developmental Research [ M ]. Hel- sinki, Finland: Orienta-Konsultit, 1987.
9Engestrom Y. Non seolae sed vitae discimus: Toward overcoming the encapsulation of school learning [ J ]. Learning and Instruction, 1991, ( 1 ) : 243-259.
10Engestrom Y. Activity theory and individual and social transformation [ A ]. In Engestrom Y, Miettinen R & Punamaki R-L (eds.). Perspectives on Activity Theory [ C]. New York: Cambridge University Press, 1999. 19-38.

二级参考文献44

1刘润清.外语教学研究的发展趋势[J].外语教学与研究,1999,31(1):8-13. 被引量：714
2蒋逸民.国外对中小学生家庭环境影响的研究及其启示[J].外国教育研究,2007,34(4):29-34. 被引量：17
3Williams M & Burden R. Psychology for Language Teachers [ M ]. Cambridge: Cambridge University Press, 1997.
4秦晓晴.中国大学生外语学习动机研究[M].北京:高等教育出版社,2006.
5Brown H D. Teaching by Principles [ M ]. N J: Prentice Hall, 1994.
6Bakhtin, M. 1981. The Dialogic Imagination [ M ]. Austin : University of Texas Press.
7Beckett, G. 2002. Teacher and student evaluations of project-based instruction [ J ]. TESL Canada Journal, 19 (2) :52 -66.
8Candlin, C. & D. Murphy. 1987. Language Learning Tasks :Lancaster Practical Papers in English Language Education( Vol. 7 ) [ M ]. En- glewood Cliffs: Prentice-Hall.
9Ellis, R. 2000. Task-based research and language pedagogy [ J]. Language Teaching Research,4 (3) : 193 - 220.
10Ellis, R. 2003. Task-based Language Learning and Teaching [ M ]. Oxford : Oxford University Press.