教师与学生对动机策略的认识及其对学生英语成绩的影响

Teacher and Student Perception of Motivational Strategies and English Achievement

本研究基于社会教育模型及动机策略理论,采用问卷调查和英语测试检验两个年级的中国英语教师和学习者对于动机策略使用的认识差异及其使用对于学生学习动机和英语成绩的影响。同时,还尝试对Gardner的社会教育模型进行验证。结果显示:教师和学生对于动机策略使用的认识不存在显著差异,教师对于动机策略使用的认识与学生的学习动机和学习成绩不显著相关,而学生对于动机策略使用的认识在一定程度上与其学习动机和英语成绩相关。同时,研究表明,在社会教育模型中,只有学习动机和焦虑对学习成绩有直接影响,其他因素都是通过学习动机产生影响。

The present study,based on Gardner＇s socio-educational model and theories of motivational strategies,examined the issue of teachers＇ and students＇ perceptions of motivational strategy use and the effects of those strategies on students＇ motivation and English achievements. It also attempted to test if Gardner＇s socio-educational model is applicable in the present English-learning situation. The instruments included questionnaires and English test. Results showed that there was no significant difference in how the teachers and their students perceived the use of the motivational strategies.The strategy use reported by the teachers as a whole was not directly related to their students＇ motivation or English achievements. Students＇ perceptions, to some extent however, were correlated with their own motivation and achievements. The present study also showed that only motivation and anxiety directly exerted influence on students＇ English achievements. The other variables,including integrativeness,instrumental orientation,attitudes toward the learning situation and parental encouragement,had their effects on English achievements through motivation.