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1、 农民工子女论文：农民工子女英语学习动机研究【中文摘要】近年来关于英语学习动机的研究开始重视学习者个人因素的影响,诸如年龄、性别、不同的学习环境因素等。本文旨在对农民工子女(后面的“来自农村的学生”指同一群体)英语学习动机的类型和强度进行调查研究。以北京大兴区一所农民工子弟中学和普通公立中学的学生为调查对象,通过对比找出农民工子女的英语学习动机特点。本研究首先调查了农民工子女在英语学习中的需求满足程度。用需求满足的状况说明农民工子女在英语学习动机上的现状和特点。其次,对比农民工子女和城市孩子在学习动机类型和强度上的差异。观察年级、家庭背景等自变量对动机类型和强度的影响。研究过程根据马斯洛的需求
2、理论和加德纳的经典动机理论及其扩展理论进行。以社会互动模型为全文角度,研究来自农民工家庭学生的英语学习动机,并根据研究结果提出了一系列教学建议。本研究采用定量和定性的研究方法。定量研究通过两份问卷展开,定性则是以访谈为主。研究结果显示,在农民工子弟学校,农民工子女对自己的就学条件基本满意,并对学校有较高的归属感,但对英语课堂缺乏安全感。安全需求和自尊需求的满足程度较低。这两组需求是英语学习动机阻力的主要来源。学习动机类型方面,农民工子女的英语学习动机类型主要为外部要求动机,城市子女则以个人发展和学习情景动机类型为主。在三个年级中,城市学生的英语学习动机都明显高于来自农民工家庭的学生。定性研究是
3、对定量研究的补充和验证。 通过和学生的进一步交谈了解现象背后的深层次原因。定性研究分为态度和对学习环境的感知两部分。来自农民工家庭的学生对英语学习的态度集中于两个极端,这也说明了这一组的学习动机强度主要集中于高分组和低分组,而处于中间部分的学生较少。这一点,城市学生的情况恰恰相反。在农民工子弟学校,农民工子女有比较融洽的师生和同学关系,所以不安全感主要来源于英语学习困难和以教师为中心的教学环境。【英文摘要】The recent study on English learning motivation began to pay attention to learnerspersonal fact
4、ors, such as age, gender and different learning environments. This thesis makes a study on the English learning motivation of the students from migrant workers family (student from rural area). The research subject is from a school for migrant workerschildren and a public junior high school in Daxin
5、g district of Beijing. The first part of this study is to explore the need satisfaction situation. It is used to illustrate the present situation and features of English learning motivation. The second part is the discrepancy between students from rural area and city on English learning motivation t
6、ype and intensity. Through the analysis on data, we observe the two independent variables, grades and family backgrounds, that influence on motivation types and motivational intensity.This study is based on Maslows need theory and Gardners classic motivation theory and its extended model. The social
7、 model is the perspective of the whole study. According to the result, this paper provides some suggestions on English instruction.Quantitative and qualitative researches are combined in this study. Quantitative research is carried out by two questionnaires and qualitative research focused on in-dep
8、th interview. The result show that students from migrant workersfamily are essentially satisfied to their schools physical setting. The belonging needs are met in high degree. However, safety, esteem and self-actualization needs are relatively low. In the view above, the obstruction of motivation is
9、 from low degree satisfaction. In term of motivation types, students from migrant workersfamily belong to external requirement type. The students from city mainly belong to personal development and learning situation type. From grade one to three, city students intensity on motivation is higher than
10、 the student from rural area.The qualitative research is used to complement and verify the result of quantitative research. In-depth interview explores the deep reasons of the results. The qualitative research is divided into two parts, attitudes and perception to learning environment. The attitudes
11、 of students from rural area are separated into two extreme sides, which are corresponding to distribution of high level and low level. This situation is opposite to the students from city. Their motivational intensity concentrates on medium level. In the specialized school for migrant workerschildr
12、en, the students have good relationship with their teachers and peers, while the unsecure feeling is mainly from the difficulties on learning English and teacher-centered classroom.【关键词】农民工子女 需求 英语学习动机【英文关键词】students from migrant workersfamily needs English learning motivation【目录】农民工子女英语学习动机研究 摘要 5-
13、6 ABSTRACT 6-7 1 Introduction 10-15 1.1 Research Background 10-11 1.2 Significance of this Research 11-12 1.3 Challenges of Motivation Research 12-14 1.4 Research Questions of the Study 14-15 2 Literature Review 15-30 2.1 Definition 15-16 2.2 Previous Study on English Learning Motivation 16-23 2.2.1
14、 Domestic Study on Motivation 17-18 2.2.2 Motivation Research on the Students from Migrant WorkersFamily 18-19 2.2.3 Foreign Study on Motivation Theories 19-21 2.2.4 The Perspective of This Study 21-23 2.3 Underpinning Theories of Motivation 23-30 2.3.1 Needs Theories 23-26 2.3.2 Gardners Motivation Theory 26-28 2.3.3 Extended Models of Motivation Theory 28-30 3 Research Methodology 30-36 3.1 Questionnaires 30-34 3.1.1 Sample 30-31 3.1.2 Instruments 31-32 3.1.3 Research Design
