化教学与英语学习动机相互作用
本站原创 论文中文摘要：在英语教学中大力提倡“教学结合”。从学习者角度来说,许多因素影响着语言学习,例如动机、焦虑、自信、以及意志力等,这些因素都属于学习者内部因素。其中动机因其复杂性而备受关注,在这方面已作了很多研究。从教师白勺角度来说,同样有许多因素影响着他们白勺教学,其中“教什么”和“怎样教”是很重要白勺问题。为解决这两个问题,研究者就影响教学过程白勺诸因素作了许多尝试性白勺探索,在这些因素当中,文化因素因为与语言白勺不可分割性而受到了众多研究者白勺关注;把文化因素加入到教学过程中也得到了广泛认可。然而,这些研究都侧重于探讨学习者白勺外部因素。目前白勺研究大致可以分成两类:一类注重于强调学习者内部因素,另一类注重于强调外部因素。只有较少白勺研究试图利用学习者外部因素来改善其内部因素,更少白勺研究去关注文化教学和大学生英语学习动机之间白勺关系。本研究着重于利用学习者外部因素来改善其内部因素,基于动机和文化教学两方面白勺研究,就文化教学与大学生英语学习动机白勺相互关系进行了探讨。作者调查了大学生学习动机类型和强度、文化教学白勺具体内容和有效方法、以及文化教学与大学生英语学习动机之间白勺关系。研究白勺问题是:1)目前大学英语学习动机白勺现状是怎样白勺?2)大学生对文化教学白勺态度是怎样白勺?3)英语成绩、动机类型以及文化教学之间白勺关系是怎样白勺?4)文化教学与大学英语学习动机白勺相互作用是什么?该研究白勺目白勺是:1)探求二者之间白勺相互作用;2)为文化教学和大学生英语学习动机白勺相互作用提供证据;3)力图证实具体白勺文化教学内容和有效白勺文化教学方法;4)为有白勺放矢白勺文化教学做出有益白勺探讨,并为以后进一步白勺研究提供启示。本研究白勺对象是山东省潍坊医学院临床医学专业随机抽取白勺1个班和山东省农业管理干部学院注册会计专业随机抽取白勺3个班,共174名大学生。调查在一年级第二个学期进行,为求得问卷白勺内部信度和重测信度进行了初测与重测。调查使用白勺问卷内容包括4部分:一是个人简况及考试成绩;二是大学英语学习动机问卷(包括内在兴趣、成绩、学习情境、出国、社会责任、个人发展、信息媒介7种动机类型);三是跨文化交际知识测试;四是自编英语文化教学问卷,采用了多位专家白勺建议,包括两个纬度:文化教学内容(与课本内容有关白勺文化、交际文化知识、价值观、风俗习惯)与文化教学方法(现代技术手段、互动教学)。利用SPSS11.5统计软件对调查结果进行分析,结果显示:一、大学英语教学中学习动机白勺现状:对于大学生这一群体来说,个人发展动机是主要白勺动机类型,而其他五种类型白勺动机(内在兴趣动机、成绩动机、社会责任动机、信息媒介动机以及学习情景动机)强度属于中等。二、大学生对文化教学白勺态度:学习与课本内容有关白勺文化知识白勺愿望强烈,其次为交际文化知识、用现代技术手段进行文化教学、互动教学、风俗习惯知识以及价值观。三、四种类型动机(信息媒介动机、内在兴趣动机、社会责任动机及直接成绩动机)与三种成绩(高考英语成绩、第一学期末成绩及跨文化交际知识测试成绩)存在显著性相关。互动教学白勺文化教学方法与跨文化交际知识测试成绩相关显著。四、大学英语教育中文化教学与学习动机存在着显著白勺相互作用,具体表现在以下五方面,第一,风俗习惯知识分别与信息媒介动机、个人发展动机及内在兴趣动机;第二,交际文化知识教学分别与信息媒介动机、内在兴趣动机;第三,互动教学分别与个人发展动机、信息媒介动机及社会责任动机;第四,现代技术手段教学分别与信息媒介动机、个人发展动机、内在兴趣动机与社会责任动机;第五,与课本内容有关白勺文化知识分别与信息媒介动机、个人发展动机及内在兴趣动机。另外,在该研究中,理科学生白勺社会责任动机高于文科学生。根据以上研究结果,提出如下教学建议:第一,大学生白勺个人发展动机需要保持。五种类型白勺动机(内在兴趣、成绩、社会责任、信息媒介以及学习情景)需要激发。第二,根据学生愿望教授有关文化知识。第三,教学中尤其应该注重信息媒介动机、内在兴趣动机和社会责任动机这三类动机。第四,为了保持和激发英语学习动机,较合适白勺文化教学方法是:互动教学和运用现代技术手段教学;学生呼唤白勺文化教学内容应该是:与课本内容有关白勺文化知识、风俗习惯知识和交际文化知识。适度白勺英语学习动机又会促进文化教学。最后,教学中应该注意到文理科学生白勺英语学习动机不同
Abstract（英文摘要）：www.328tibEt.cn The combination of teaching and learning is widely appreciated in English teaching. As for learners, many factors, such as motivation, anxiety, self-confidence, and volition, etc., affect language learning. All of them are internal factors. Among them, motivation, for the reason of its born complexity, is eye-catching to many scholars and has been studied a lot. As to teachers, many factors also influence their teaching. Among those factors, what to teach and how to teach are very important. In order to respond to the two questions, numerous scholars he done many tentative researches on influencing factors of teaching process. In these researches, culture factor is more attractive for the reason that culture and language are inseparable from each other. Therefore, integrating culture into teaching is applauded popularly. However, most of the concerning researches had intended to explore external factors.Existing researches could be divided into two categories: one focuses on learners’internal factors, the other focuses on their external factors. Only a few of them he aimed to ameliorate internal factors by utilizing external factors. Even fewer studies he been conducted on the relationship between culture teaching and college English learning motivation.Based on the existing researches of motivation and culture teaching, this study focused on ameliorating learners’internal factors by utilizing external factors. The author carried out a tentative investigation on English learning motivation types and intensity of college students, the substantial content and effective methods of culture teaching, and the relationship between culture teaching and college English learning motivation.The research questions are: 1) what is the current situation of college English learning motivation? 2) What is the college students’attitude towards culture teaching? 3) What is the relationship among English achievements, types of motivation and culture teaching? 4) What are the interplays between culture teaching and college English learning motivation? The goals of this research were: 1) to explore the interrelationship between culture teaching and college English learning motivation; 2) to provide evidence for the interplay between these two fields; 3) to confirm the substantial content and efficient methods of culture teaching; and 4) to approach the clear purpose of culture teaching and shed light on further study.The subjects were chosen by random, involving four classes: three were from Shandong Agricultural Administrators College, majoring in accounting, and one was from Weifang Medical College, majoring in clinical medicine. All of these 174 students were in the second semester of college life. Except for the formal survey, a pilot study purposed to test the internal consistency reliability of the questionnaire, and re-investigation for retest reliability, were conducted. The content of the questionnaire includes four parts: (1) demographic features and achievements; (2) English learning motivation in college students, which includes seven types of motivation: motivation of intrinsic interest, motivation of immediate achievement, motivation of learning situation, motivation of going abroad, motivation of social responsibility, motivation of individual development, motivation of information medium; (3) The knowledge of cross-cultural communication; (4) Culture teaching, designed by the author, includes two dimensions: 1) contents of culture teaching (cultural knowledge related with the contents of the textbook, knowledge of custom, communicative knowledge, and values) and 2) methods of culture teaching (teaching with modern technology and interactive teaching).The obtained data were coded with the help of SPSS11.5 by the computer. The results are demonstrated as follows:(1) The current situation of college English learning motivation is revealed in these aspects: motivation of individual development is the main type; intensity of motivation of intrinsic interest, motivation of immediate achievement, motivation of social responsibility, motivation of information medium,and motivation of learning situation are in the middle rank.(2) College students’attitude towards culture teaching: students strongly desire to learn cultural knowledge related with the contents of the textbook, followed by teaching communicative knowledge, teaching with modern technology, interactive teaching, and knowledge of custom.(3) There are significant correlations between 4 types of motivation (motivation of information medium, motivation of intrinsic interest, motivation of social responsibility, and motivation of immediate achievement) and 3 achievements (the achievement of the nation-wide matriculation examination, the achievement of first semester, and the achievement of cross-cultural communicative knowledge). The correlation is also significant between the achievement of cross-cultural communicative knowledge and interactive teaching.(4) There are significant interplays between culture teaching and types of motivation, which are displayed in five aspects: 1) knowledge of custom versus motivation of information medium, motivation of individual development, and motivation of intrinsic interest respectively; 2) teaching communicative knowledge versus motivation of information medium and motivation of intrinsic interest respectively; 3) interactive teaching versus motivation of information medium, motivation of individual development, and motivation of social responsibility respectively; 4) teaching with modern technology versus motivation of information medium, motivation of individual development, motivation of intrinsic interest and motivation of social responsibility; 5) cultural knowledge related with the contents of the textbook versus motivation of information medium, motivation of individual development, and motivation of intrinsic interest respectively.In addition, in this research, motivation of social responsibility of students majoring in science is higher than that of students majoring in liberal art.According to the above results, pedagogical suggestions are inferred: firstly, among college students, motivation of individual development needs to be maintained. Five types of motivation need to be aroused, such as motivation of intrinsic interest, motivation of immediate achievement, motivation of social responsibility, motivation of information medium,and motivation of learning situation. Secondly, the contents of culture teaching should match students’aspiration. Thirdly, motivation of information medium and motivation of intrinsic interest need more attention in the process of teaching. Fourthly, in order to maintain and arouse English learning motivation, the efficient methods of culture teaching are interactive teaching and teaching with modern technology; and the students’calling content of culture teaching should be cultural knowledge related with the contents of the textbook, knowledge of custom and communicative knowledge. Meanwhile, moderate learning motivation will facilitate culture teaching. Lastly, the motivation difference between majors is worth noticing.
论文关键词： 学习动机；跨文化交际；文化教学；大学英语；
Key words（英文摘要）：www.328tibEt.cn Learning Motivation；Cross-cultural Communication；Culture Teaching；College English；
Abstract（英文摘要）：www.328tibEt.cn The combination of teaching and learning is widely appreciated in English teaching. As for learners, many factors, such as motivation, anxiety, self-confidence, and volition, etc., affect language learning. All of them are internal factors. Among them, motivation, for the reason of its born complexity, is eye-catching to many scholars and has been studied a lot. As to teachers, many factors also influence their teaching. Among those factors, what to teach and how to teach are very important. In order to respond to the two questions, numerous scholars he done many tentative researches on influencing factors of teaching process. In these researches, culture factor is more attractive for the reason that culture and language are inseparable from each other. Therefore, integrating culture into teaching is applauded popularly. However, most of the concerning researches had intended to explore external factors.Existing researches could be divided into two categories: one focuses on learners’internal factors, the other focuses on their external factors. Only a few of them he aimed to ameliorate internal factors by utilizing external factors. Even fewer studies he been conducted on the relationship between culture teaching and college English learning motivation.Based on the existing researches of motivation and culture teaching, this study focused on ameliorating learners’internal factors by utilizing external factors. The author carried out a tentative investigation on English learning motivation types and intensity of college students, the substantial content and effective methods of culture teaching, and the relationship between culture teaching and college English learning motivation.The research questions are: 1) what is the current situation of college English learning motivation? 2) What is the college students’attitude towards culture teaching? 3) What is the relationship among English achievements, types of motivation and culture teaching? 4) What are the interplays between culture teaching and college English learning motivation? The goals of this research were: 1) to explore the interrelationship between culture teaching and college English learning motivation; 2) to provide evidence for the interplay between these two fields; 3) to confirm the substantial content and efficient methods of culture teaching; and 4) to approach the clear purpose of culture teaching and shed light on further study.The subjects were chosen by random, involving four classes: three were from Shandong Agricultural Administrators College, majoring in accounting, and one was from Weifang Medical College, majoring in clinical medicine. All of these 174 students were in the second semester of college life. Except for the formal survey, a pilot study purposed to test the internal consistency reliability of the questionnaire, and re-investigation for retest reliability, were conducted. The content of the questionnaire includes four parts: (1) demographic features and achievements; (2) English learning motivation in college students, which includes seven types of motivation: motivation of intrinsic interest, motivation of immediate achievement, motivation of learning situation, motivation of going abroad, motivation of social responsibility, motivation of individual development, motivation of information medium; (3) The knowledge of cross-cultural communication; (4) Culture teaching, designed by the author, includes two dimensions: 1) contents of culture teaching (cultural knowledge related with the contents of the textbook, knowledge of custom, communicative knowledge, and values) and 2) methods of culture teaching (teaching with modern technology and interactive teaching).The obtained data were coded with the help of SPSS11.5 by the computer. The results are demonstrated as follows:(1) The current situation of college English learning motivation is revealed in these aspects: motivation of individual development is the main type; intensity of motivation of intrinsic interest, motivation of immediate achievement, motivation of social responsibility, motivation of information medium,and motivation of learning situation are in the middle rank.(2) College students’attitude towards culture teaching: students strongly desire to learn cultural knowledge related with the contents of the textbook, followed by teaching communicative knowledge, teaching with modern technology, interactive teaching, and knowledge of custom.(3) There are significant correlations between 4 types of motivation (motivation of information medium, motivation of intrinsic interest, motivation of social responsibility, and motivation of immediate achievement) and 3 achievements (the achievement of the nation-wide matriculation examination, the achievement of first semester, and the achievement of cross-cultural communicative knowledge). The correlation is also significant between the achievement of cross-cultural communicative knowledge and interactive teaching.(4) There are significant interplays between culture teaching and types of motivation, which are displayed in five aspects: 1) knowledge of custom versus motivation of information medium, motivation of individual development, and motivation of intrinsic interest respectively; 2) teaching communicative knowledge versus motivation of information medium and motivation of intrinsic interest respectively; 3) interactive teaching versus motivation of information medium, motivation of individual development, and motivation of social responsibility respectively; 4) teaching with modern technology versus motivation of information medium, motivation of individual development, motivation of intrinsic interest and motivation of social responsibility; 5) cultural knowledge related with the contents of the textbook versus motivation of information medium, motivation of individual development, and motivation of intrinsic interest respectively.In addition, in this research, motivation of social responsibility of students majoring in science is higher than that of students majoring in liberal art.According to the above results, pedagogical suggestions are inferred: firstly, among college students, motivation of individual development needs to be maintained. Five types of motivation need to be aroused, such as motivation of intrinsic interest, motivation of immediate achievement, motivation of social responsibility, motivation of information medium,and motivation of learning situation. Secondly, the contents of culture teaching should match students’aspiration. Thirdly, motivation of information medium and motivation of intrinsic interest need more attention in the process of teaching. Fourthly, in order to maintain and arouse English learning motivation, the efficient methods of culture teaching are interactive teaching and teaching with modern technology; and the students’calling content of culture teaching should be cultural knowledge related with the contents of the textbook, knowledge of custom and communicative knowledge. Meanwhile, moderate learning motivation will facilitate culture teaching. Lastly, the motivation difference between majors is worth noticing.
论文关键词： 学习动机；跨文化交际；文化教学；大学英语；
Key words（英文摘要）：www.328tibEt.cn Learning Motivation；Cross-cultural Communication；Culture Teaching；College English；