中国本科生外语学习动机的实证研究

An Empirical Study on English Learning Motivation of Tertiary-level EFL Students in China

本研究以607名本科生为研究对象,采用问卷调查与访谈等研究工具,在对自行设计的《本科生外语学习动机量表》进行信度和效度验证的基础上,重点探究我国不同专业、不同外语水平、不同性别的本科生与外语学习动机之间的关系。研究结果显示:1)英专与非英专学生的学习动机除了学习愿望(P=0.089>0.05)不存在显著性差异外,其他三个维度,即学习目标、努力行为、学习态度均存在显著性差异;2)外语高、中、低水平这三组学习者中,任意两组学生的学习动机在四个维度上均存在显著性差异;3)男生与女生的外语学习动机在四个维度上也都存在显著性差异,女生远胜于男生。本研究表明,在外语教学与研究中为了增强学生的学习动机,一方面,我们应密切关注学生的学习目标、努力行为、学习愿望和学习态度等主体因素;另一方面,也应考虑其不同专业、外语水平、性别等个体因素所带来的影响。

Taking 607 undergraduates as the subjects and adopting questionnaires and interviews as the research instruments, the present study intends to explore the correlations between foreign language learning motivation and undergraduates of differ- ent majors, different levels of English proficiency and different genders, based on the appropriate reliabilities and validities of self-designed English Learning Motivation Scale of Chinese Undergraduates. The results show that ： 1 ） except for the desire to learn （ P = 0.089 〉 O. 05 ） , there exist statistically significant differences between English majors and non-English majors in other three dimensions of motivation, i. e. , learning goal, effortful behavior, and favorable attitude towards the activity in question ; 2 ） there is a statistically significant difference between learners of high, medium and low-level English proficiency in all the above four dimensions of motivation; 3 ） significant difference is also found between male and female students in the four dimensions： female students are far superior over males. This study indicates that in foreign language teaching and re- search, close attention should be paid to motivating factors such as learning goal, learning desire, effortful behavior, and fa- vorable attitude, on the one hand, and to the individual factors like different majors, levels of foreign language proficiency and genders, on the other, to enhance their foreign language learning motivations.