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1、上海交通大学 硕士学位论文 中国语境下非英语专业大学生英语学习动机类型、动机强度及 英语成绩的相关性实证研究 姓名：韩苗苗 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：俞理明 20070101 iv 摘摘 要要 本研究是关于非英语专业中国大学生英语学习动机的实证研究。本 文的目的在于探究非英语专业的中国大学生的主要动机类型，探讨动机 类型、动机强度和英语学习成绩之间的相互关系。本研究为中国大学英 语的教与学提供了一些启示。 基于前人的动机调查研究，本文采用问卷的方式收集数据。本文的 研究对象是来自于山东两所高校(临沂师范学院和青岛大学)的 224 名大 二非英语专业本科生。他们
2、完成了由个人信息、动机类型及动机强度三 部分组成的问卷。本文采用 SPSS11.5 将所得数据做了以下分析：1）因 子分析，旨在分析学习者的动机类型；2）相关分析，探索动机类型、动 机强度及学习成绩之间的相关；3）多元方差分析，探讨高分组与低分组 在动机类型和动机强度上的差别；4）回归分析，旨在揭示各变量之间的 因果关系。研究表明： 1)学习者的英语学习动机主要分为三大类（工具型动机、文化型动 机及情景型动机） ；这三类动机又包含六种分动机（内部兴趣、出国、社 会责任、个人发展、成绩、和学习情景动机） 。 2)除成绩动机和学习情景动机外，其他四类动机类型与努力程度、 学习成绩呈正相关；且努力程
3、度与英语学习成绩之间的相关高于任何一 v 种动机类型与英语学习成绩间的相关。动机强度能更准确地预测学习成 绩。 3)动机强度受性别和英语水平的影响。高分组和低分组在出国、社 会责任和个人发展动机上表现出一致性；而在内在兴趣、成绩及学习情 景动机上差异明显。同时，高分组和低分组在动机强度上差异达到显著 水平。 4)学习者的英语学习动机可以直接或通过努力程度作为中间变量间接 影响学习结果。 通过研究学习动机和努力程度对学习成绩的影响，本文提出要有效 激发非英语专业学生学习英语动机，并将动机化为动机行为是大学英语 教学中非常关键的一环。 关键词关键词：动机类型，动机强度，学习成绩 ii ABSTRA
4、CT The dissertation is concerned with an empirical study of motivation among non-English major undergraduates studying in Chinese universities. The aim of the study is to investigate non-English majors motivation types and explore the interrelations among motivation types, motivational intensity and
5、 English achievement. The study also presents some implications for College English teaching and learning in Chinese context. The data were collected from the questionnaires based on the related literature which are composed of three parts: personal information, Gao Yihongs motivation type scale and
6、 motivational intensity scale. The participants were 224 non-English major sophomores from Linyi Normal University and Qingdao University in Shandong Province who were asked to complete the questionnaires. Then all the data were subjected to statistical analysis with the system of Statistical Packag
7、e for Social Science (SPSS11.5), which includes: 1) factor analysis which is aimed to classify types of student FL motivation; 2) Correlational analysis of motivational types, motivational intensity and achievement; 3) MANOVA to identify if there are any significant differences between high-achievin
8、g group and low-achieving group with regard to motivation type and motivational intensity; and 4) REGRESSION to find causal relationship between motivation types, motivational intensity and English achievement. The present research has yielded the following findings: 1) Chinese college students pres
9、ent three types of motivation for their English learning: cultural, instrumental and situational, as well as six sub-types of motivation (intrinsic interest, individual development, immediate achievement, going abroad, social iii responsibility, and learning situation motivation). 2) Four out of the
10、 six researched motivation subtypes, except immediate achievement motivation and learning situation motivation, correlate positively with motivational intensity and achievement. The correlations between achievement and motivational intensity are unanimously higher than those between achievement and
11、motivation types. Therefore, learning efforts are a better predictor to achievement than motivation types. 3) Motivational intensity is affected by gender and English proficiency level. High achievers and low achievers bear some similarities in some of the motivational types, such as going abroad, s
12、ocial responsibility, and individual development while they differ in some others, such as intrinsic interest, immediate achievement and learning situation motivation. In the mean while, they significantly differ in motivational intensity. 4) Learners motivation can influence learning outcomes direc
13、tly or indirectly through motivational intensity as mediator. Finally, some tentative suggestions are put forward based on the findings in the present study from learners perspective as well as teachers perspective. It is hoped that this study can generate more research in this area in the future. K
14、ey Words：motivation types, motivational intensity, achievement viii List of Tables Table 2.1 General description of the participants28 Table 2.2 KMO and Bartletts Test.29 Table 2.3 Factor Eigenvalues and Variance Explained.30 Table 2.4 Description of Extracted factors.32 Table 2.5 Correlations betwe
15、en motivation types and motivational intensity.38 Table 2.6 Multiple comparisons of learners at different English proficiency levels40 Table 2.7 Variance between the three groups of learners at different proficiency levels in motivation types.41 Table 2.8 Variance of learners at different proficienc
16、y levels in motivational intensity.43 ix List of Figures Figure 1.1 Tremblay and Gardners (1995) model of L2 motivation19 Figure 2.1 Interactive effects of gender and English proficiency on motivational intensity.36 Figure 2.2 Variance of motivational intensity between male and female learners.39 Figure 2.3 Varian
