期望理论对本科生英语写作动机的影响及策略研究

A Research on the Impacts and Strategies of Undergraduate English Writing Motivation under the Expectancy Theory

英语写作作为一种重要的技能,引起众多专家学者的关注。然而,如何激发本科生的英语写作驱动力仍是一个挑战。本文将以期望理论为切入点,运用问卷调查法和访谈法来探究期望理论对本科生的英语写作动机的影响。本研究突破了学术界以往仅考虑积极情绪中的愉快和喜悦研究的局限性。在一定的程度上,弥补了该领域的空缺。研究结果揭示,在大部分情况下,期望理论与动机呈现正向关联关系。期待越高,动机就越强烈;反之,期待下降,动机亦相应减弱。但是,当期望超出个体现有的能力范围或者预计在未来一段时间内能提升的能力范围时,期望将会对英语写作学习动机产生轻微的负面效应。因此,对今后本科生在英语写作中所应采取的积极情绪调动策略提出建议;同时,也为教师在英语写作教学方面,如何提升本科生的积极情绪提供相关参考。

As an important skill, English writing has attracted the attention of many experts and scholars. However, how to stimulate the driving force of English writing in undergraduates is still a challenge. This thesis will take the expectancy theory as the researching point and use the questionnaire survey and interview method to explore the impact of the expectancy theory on the English writing motivation (EWM) of undergraduates. This study breaks through the limitations of previous studies that only consider happy and enjoyment in positive emotions. To a certain extent, it makes up for the vacancy. The results show that in most cases, expectancy theory is positively correlated with motivation. The higher the expectancy, the stronger the motivation. On the contrary, expectancy declines, and motivation weakens accordingly. However, when expectancy exceeds the scope of an individual’s current ability or ability to be improved in the future, expectancy will have a slight negative effect on the EWM. Therefore, this thesis puts forward some suggestions on positive emotion mobilization strategies for undergraduates in EWM in the future. At the same time, it also provides relevant references for teachers to improve the positive emotions of undergraduates in the teaching of English writing.