动机策略、学习动机和动机行为的内在关系--基于大学英语课堂的实证研究

An Investigation of the Effects of Motivational Strategies on Student Motivation and Motivated Learning Behaviour in Chinese EFL Classrooms

动机策略一直被认为是激发学习动机的一个重要因素,然而却很少有研究支撑这一理论。本文采用量化问卷调查了四所大学七个班级共412名非英语专业本科生的英语学习动机,运用MOLT(Motivation Orientation of Language Teaching)观察量表记录下这些班级40节英语课中教师动机策略的使用频率和学生的动机行为。结果表明,动机策略的运用有助于调动学生学习动机,激发其课堂动机行为。此外,对七位教师进行的访谈进一步探究了他们在课堂上使用动机策略的差异及原因。

The teacher's use of motivational strategies is generally believed to enhance student motivation,yet there is hardly any empirical evidence to support this claim.Based on the investigation of four universities involving 412 non- English- major undergraduates in seven English classes,this study examined the link between the language teachers' use of motivational strategies and their students' English learning motivation.The students' English learning motivation was measured by a self- report questionnaire.The MOLT(Motivation Orientation of Language Teaching) observation scheme was employed to assess language teachers' use of motivational strategies and their students' motivated learning behaviour in 40 English lessons.The results indicated that the language teachers' use of motivational strategies is linked to increased levels of both the students' motivated learning behaviour and their motivational state.Finally,seven college English teachers were interviewed to express their perceptions of the use of motivational strategies in Chinese EFL classrooms.