高考改革背景下高中生英语口语提高的动机因素研究

Exploring Motivational Factors for Improving Spoken English Level of High School Students from the Perspective of MET Reform

在高考英语新增口语环节的背景下,为全国的高考英语改革试点工作提供参考,为优化高中口语教学,本文探索了提高口语成绩的动机因素。研究选取了上海243位高二学生参与英语学习动机的调查问卷,利用因子分析和方差分析揭示了影响口语成绩的动机因素为'语言文化'和'自我评价'。据此,选取初始动机和口语水平没有显著差异的两个班级分设为对照组和实验组深入研究,在实验组进行了一学期的文化渗透、引导归因等教学改进。结果发现后测中实验组的动机水平得分和口语成绩分别超出对照组17.69%和12.88%,且实验组的前后测动机水平(p=.035)和口语成绩(p=.000)均呈现了显著性提升,证实了通过针对性的教学改进,这两个动机因素对高中生的口语成绩有促进作用。

Given the fact that a Spoken Section has been included in the National Matriculation English Test Reform,this research explored the motivational factors improving spoken English outcomes in order to improve spoken English instructions in senior high schools.With a questionnaire conducted by 243 students from the second grade at a Shanghai senior high school,this study discovered that the motivational factors Language&Culture and Self-evaluation influenced the spoken English test scores by factor and variance analyses.Based on the questionnaire results,the research selected two classes as the control group and the experimental group,which showed no significant difference on motivation level and spoken English ability,to go through instructional experiments emphasizing culture and self-evaluation.The outcomes showed that the final scores of motivational level and spoken English scores of the experimental group were 17.69%and 12.88%higher than those of the control group.Moreover,the pretests and post-tests of both motivational levels(p=.035)and spoken English results(p=.000)showed significant improvements.Hence,the results testified that the motivational factors can promote the students’spoken English scores via targeted instructional improvements.