大学生外语学习动因模式研究
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摘要
学习动机是在语言学习诸个体因素中最具有能动性的因素之一。外语学习动机包括四个方面：目的、学习的努力程度、达到学习目的的愿望以及学习态度(Gardner，R：1985)。Lambert和Gardner是开展外语学习动机调查最有影响的人物。他们设计的语言学习动机调查工具，即态度/动机测验量表，成为权威的外语学习动机调查工具。
外语学习动中的“动机”(motivation)和“动因”(orientation)是有区别的。动机中包括动因：动因是动机的基本组成部分。一个人可能表现出非常强烈的学习动因，但是，如果他不为此做出努力并长期维持这种努力行为的话，他就没有一个强烈的动机。动因调查开展的非常广泛：从加德纳的二分法动因调查；到Belmechri和Hummel对魁北克地区学生外语学习动因的广泛调查；再到Domyei对匈牙利的外语学习者的动因调查。他们分别采用了问卷调查的方法对外语学习者学习外语的原因进行了综合总结和罗列，然后采用统计学中的成分分析方法，对外语学习的动因集合进行分类，从而得出在相应的社会环境下，外语学习者的学习动因模式。
正象Gardner所说：“One study, no matter how carefully conducted,can not be taken as conclusive.It is only with repeated investigation that the complexities of an area can be truly appreciated and comprehended”(Gardner:1985)。本着这种精神，本文对中国非英语专业大学生的外语学习动因状况进行了调查。作者在前人研究的基础上，自己设计了“外语学习动因调查问卷”。对调查问卷的结果进行了主要成分分析和因子旋转分析，从而得出在当前社会条件下大学生外语学习的主要动因类型。结果发现中国学生的外语学习动因并不像人们想象的那样只是为了通过各种考试或为了拿到各种证书(Certificate Orientation)这样简单的动因模式，而是呈现出多种多样的特点。其中包括：“学习外语是为了适应全球化的挑战”、“别人都在学，我也就随大流”等。这些动因类型与以前的研究结果既有相似性，也有它独特的地方。作者还对高、中、低三个成绩组的学生的外语学习动因状况进行了考察，结果发现，不同成绩组的动因类型有一定的差异。
对当前社会环境下的大学生外语学习动因模式进行研究可以使教师全面了解学生外语学习的原因或动因状况，帮助他们认识和了解外语学习的心理过程、社会因素及个体差异，使他们能够对症下药，探索激发学生外语学习动机的途径和策略。
It is universally acknowledged that motivation plays an important part in second/foreign language acquisition/learning. Motivation can be defined from three determining aspects of human behavior: the choice of a particular action, persistence with it, and effort expended on it That is, motivation is responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it. The choice aspect can also be considered the motivational orientation, which is the major concern of this thesis. Different learning contexts can be seen to have different orientations to learn SL or FL. In the case of foreign language learning context, it was found in this paper by the means of factor analysis that college students displayed such motivational orientations as follows: Adaptation and Self-Improvement, Appreciation, Interest and Challenge, Integrativeness, Follow-The-Trend and Diploma. It was also found that different language proficiency level groups showed different orientations. In the last chapter of this thesis, the author interpreted the results and offered possible explanations for the different orientations among different proficiency level groups. Some suggestions on how to utilize these findings to facilitate English teaching and learning in classroom setting were also provided in this chapter.
外语学习动中的“动机”(motivation)和“动因”(orientation)是有区别的。动机中包括动因：动因是动机的基本组成部分。一个人可能表现出非常强烈的学习动因，但是，如果他不为此做出努力并长期维持这种努力行为的话，他就没有一个强烈的动机。动因调查开展的非常广泛：从加德纳的二分法动因调查；到Belmechri和Hummel对魁北克地区学生外语学习动因的广泛调查；再到Domyei对匈牙利的外语学习者的动因调查。他们分别采用了问卷调查的方法对外语学习者学习外语的原因进行了综合总结和罗列，然后采用统计学中的成分分析方法，对外语学习的动因集合进行分类，从而得出在相应的社会环境下，外语学习者的学习动因模式。
正象Gardner所说：“One study, no matter how carefully conducted,can not be taken as conclusive.It is only with repeated investigation that the complexities of an area can be truly appreciated and comprehended”(Gardner:1985)。本着这种精神，本文对中国非英语专业大学生的外语学习动因状况进行了调查。作者在前人研究的基础上，自己设计了“外语学习动因调查问卷”。对调查问卷的结果进行了主要成分分析和因子旋转分析，从而得出在当前社会条件下大学生外语学习的主要动因类型。结果发现中国学生的外语学习动因并不像人们想象的那样只是为了通过各种考试或为了拿到各种证书(Certificate Orientation)这样简单的动因模式，而是呈现出多种多样的特点。其中包括：“学习外语是为了适应全球化的挑战”、“别人都在学，我也就随大流”等。这些动因类型与以前的研究结果既有相似性，也有它独特的地方。作者还对高、中、低三个成绩组的学生的外语学习动因状况进行了考察，结果发现，不同成绩组的动因类型有一定的差异。
对当前社会环境下的大学生外语学习动因模式进行研究可以使教师全面了解学生外语学习的原因或动因状况，帮助他们认识和了解外语学习的心理过程、社会因素及个体差异，使他们能够对症下药，探索激发学生外语学习动机的途径和策略。
It is universally acknowledged that motivation plays an important part in second/foreign language acquisition/learning. Motivation can be defined from three determining aspects of human behavior: the choice of a particular action, persistence with it, and effort expended on it That is, motivation is responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it. The choice aspect can also be considered the motivational orientation, which is the major concern of this thesis. Different learning contexts can be seen to have different orientations to learn SL or FL. In the case of foreign language learning context, it was found in this paper by the means of factor analysis that college students displayed such motivational orientations as follows: Adaptation and Self-Improvement, Appreciation, Interest and Challenge, Integrativeness, Follow-The-Trend and Diploma. It was also found that different language proficiency level groups showed different orientations. In the last chapter of this thesis, the author interpreted the results and offered possible explanations for the different orientations among different proficiency level groups. Some suggestions on how to utilize these findings to facilitate English teaching and learning in classroom setting were also provided in this chapter.
引文
Ausubel, D. 1968. Educational Psychology." A cognitive View. Holt, Rinehart & Winston, NY.
Brophy, J., 1981. Teacher praise: A functional analysis. Review of Educational Research, 51:5-32.
Bernard Spolsky. 1999. Concise Encyclopedia of Educational Linguistics. Pergaman.
Bernard Spolsky. 2000. Conditions for Second Language Learning. 上海外语教育出版社.
Brown,H. Douglas. 1994. Teaching By Principles. Englewood Cliffs, NJ: Prentice Hall.
G.R. Tucker. & D. Corson(eds). 1997. Encyclopedia of Language and Education. Kluwer Academic Publishers.
Gardner, R. C., Smythe, P. C., Clement, R., & Gliksman, L. 1976. Second language acquisition: A social psychological interpretation. The Canadian Modern Language Review, 32,198-213.
H.D. Brown. 2000. Principles of Language Learning and Teaching. 外语教学与研究出版社.
Rod Ellis. 1999. Understanding Second Language Acquisition. 上海外语教育出版社.
Susan M. Gags. Larry Selinker. 1994. Second Language Acquisition. Lawrence ERLaum Associates Publishers.
Scarcella, Robin & Rebecca Oxford, 1992. The Tapestry of Language Learning. The individual in the Communicative Classroom. Boston: Heinle.
Thomas k. Crowl, Sally Kaminsky, David M. Podell. 1997. Educational Psychology: Windows on Teaching. Brown &Benchmark Publishers.
Vivian Cook. 2000. Second Language learning and Language Teaching. Edward Arnold (Publisher)limited.
Beverly Olson Flanigan. 1991. "Peer Tutoring and Second Language Acquisition in the Elementary school". Applied Linguistics, 12:140-57
Ball, P., Giles, H., &Hewstone, M. 1984. Second Language acquisition: The integroup theory with catastrophic dimensions.
In H. Tajfel (Ed.), the social dimension: European developments in social psychology (pp.668-694). Cambridge, United Kingdom/Paris, France; Cambridge University Press/Editions de la Maison des Sciences de 1'Homme.
Dweck, C. 1986. Motivational process affecting learning. American Psychologist, 41 : 1040-1048.
Dweck, C., & Elliot, E. 1983. Achievement motivation. In P. Mussen & E. Hetherington(Eds.). Handbook of Child psychology: Vol. Ⅳ Socialization, personality and social development (pp. 643-691). New York: Wiley.
Dornyei Z. 1999. "Motivation". Concise Encyclopedia of Educational linguistics. Pergaman.
Dornyei Z. 1998. Motivation in Second and Foreign Language Learning. language Learning, 31:117-135.
Dornyei Z. & Csizer. 1998. Ten Commandments for Motivating Language Learners: Reults of an Empirical Study of Psychology. Language Teaching Research, 2: 203-229.
Dornyei Z. 1994. "Motivation and Motivating in the Foreign Language Classroom." Modern Language Journal, 78:273-84
Dornyei Z. 1990. "Conceptualizing Motivation in Foreignlanguage learning". Language Learning, 1: 45-78.
David J. Dodick. 1996. "A study of the attitudes and motivation of high school foreign language students". The Canadian Modern Language Review, 4: 576-595.
Ely, Christopher. 1986. Language Learning Motivation: A Descriptive and Causal Analysis. Modern Language Journal,70:28-35.
Faiza Belmechri. Kirsten Hummel. 1998. "Orientation and motivation in the acquistion of English as a second language among high school students in Quebec city". Language Learning, 2:219-244.
Gardner, R.C. 1992. Second Language Learning in Adults: Correlates of Proficiency. Applied Language Learning, 2: 1-28.
Gardner, R.C. 1988. The socio-educational model of second language learning: Assumptions, findings, and issues. Language Learning, 38: 101-126.
Graham Crookes.Richw. Schmidt. 1991. Motivation: re-opening
the research agenda. Language Learning, 4:469-512.
Gao Yihong, 2000.Understanding and Transcending Linguistic and Cultural Differences. Foreign Language Teaching and Research Press.
Hyekyung Sung & Amado M. Padilla. 1998. "Student motivation, parental Attitudes, and involvement in the learning of Asian language in elementary and secondary schools". The Modern Language Journal, 82:205-216.
Lian Jie. 2001. "What do Middle school students Bring To English Learning? ---A Questionaire Investigation Report." Teaching English in China, 24:12-6
Lukmani, Y. M. 1972. Motivation to learn and language proficiency. Language Learning,, 22:261-273.
Matthew, P. 1997. "The effect of authentic materials on the motivation of EFL learners".EL T Journal, 1 : 12-28.
Oxford, Katherin& Jill Shearin. 1994 "language Learning Motivation: Expanding the Theoretical Framework." Modern Language Journal, 78: 12-28.
Paul. F. Tremblay&Robert C, Gardner. 1995. "Expanding the motivation Construct in Language Learning". The Modern Language Journal 79:505-20
Ramage, K. 1990. Motivational factors and persistence in foreign language study. Language Learning, 40:189-219.
R.C.Gardner, R.N. Lalonde, R. Moorcroft. 1984, The role of attitudes and motivation in second language learning: correlational and experimental considerations. Language Learning, 2: 207-227.
R.C. Gardner & Peter D. Macintyre. 1993. "On the measurement of affective variables in second language learning". Language Learning, 2:157-194.
R.C. Garner& Paul F. Trembley & Anne-Marie Masgoret. 1997."Towards a full model of second language learning: An empirical investigation". The Modern Language Journal, 81:344-362.
Ricbard Clement. Zoltan Dornyei. Kimberly A. Noels. 1994. Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 3:417-448.
Skehan R 1991. Individual Difference in Second Language Learning. Studies in Second Language Acquisition, 13: 257-298.
Soh Bee-Lay, Soon Yee-Ping. 1991. "English by e-mail: Creating a Global Classroom Via the Medium of Compute Technology." ELT Journal, 45/4:287-92
Strong, M. 1984. Integrative motivation: cause or result of successful second language acquisition? Language Learning, 34/3: 1-14.
Stipek, D.J. 1993. Motivation to learn. Boston: Allyn & Bacon.
Rod Ellis. 1999. Understanding Second Language Acquisition
Xu, G. 1990. China's Modernization and its English language needs. In Z. L. Wang (ed.). ELT in China. Beijing. Foreign Language Teaching and Research Press, 2-10.
William Littlewood. 2000. Foreign and Second Language Learning 外语教学与研究出版社 人民教育出版社 剑桥大学出版社．
韩宝成，2001，《外语教学科研中的统计方法》，外语教学与研究出版社。
贾冠杰，2001，《外语教育心理学》，广西教育出版社。
王初明，190，《应用心理语言学》，湖南教育出版社。
乐眉云，1994，《应用语言学》，南京大学出版社。
石永珍，2000，“大学生英语学习动机调查报告”，《国外外语教学》4：8-11。
胡健，2002，“Z．Domyei的外语学习动机三层次说与口语教学”，《山东外语教学》1：8-11。
赵小沛，2001，“外语教学不可忽视认知的重要性”，《外语界》3：2-8。
刘东楼，2002，“外语教学中动机问题的几点思考”，《外语教学》4：58-62。
扬国俊，2002，“论大学英语学习动机的强化策略”，《外国语》3：27-31。
华惠芳。1998，“试论英语学习动机与策略的研究”，《外国语》3：44-47。
郭铭华，2000，“第二语言习得是外语课——争论与结论”，《外语教学与研究》3：117-123。
秦晓晴、文秋芳，2002，“非英语专业大学生学习动机的内在结构”，《外语教学与研究》1：51-58。
石永珍，2000，“大学生英语学习动机调查报告”，《国外外语教学》3：33-38。
郝玫、郝若平，2001，“英语成绩与成就动机、状态焦虑的相关研究”，《外语教学与研究》1：24-29。
武和平，2001，“二语学习动机研究述略”，《外语教学与研究》2：116-121。
文秋芳、王海啸，1996，“学习者因素与大学英语四级考试成绩的关系”，《外语教学与研究》4：33-39。
Brophy, J., 1981. Teacher praise: A functional analysis. Review of Educational Research, 51:5-32.
Bernard Spolsky. 1999. Concise Encyclopedia of Educational Linguistics. Pergaman.
Bernard Spolsky. 2000. Conditions for Second Language Learning. 上海外语教育出版社.
Brown,H. Douglas. 1994. Teaching By Principles. Englewood Cliffs, NJ: Prentice Hall.
G.R. Tucker. & D. Corson(eds). 1997. Encyclopedia of Language and Education. Kluwer Academic Publishers.
Gardner, R. C., Smythe, P. C., Clement, R., & Gliksman, L. 1976. Second language acquisition: A social psychological interpretation. The Canadian Modern Language Review, 32,198-213.
H.D. Brown. 2000. Principles of Language Learning and Teaching. 外语教学与研究出版社.
Rod Ellis. 1999. Understanding Second Language Acquisition. 上海外语教育出版社.
Susan M. Gags. Larry Selinker. 1994. Second Language Acquisition. Lawrence ERLaum Associates Publishers.
Scarcella, Robin & Rebecca Oxford, 1992. The Tapestry of Language Learning. The individual in the Communicative Classroom. Boston: Heinle.
Thomas k. Crowl, Sally Kaminsky, David M. Podell. 1997. Educational Psychology: Windows on Teaching. Brown &Benchmark Publishers.
Vivian Cook. 2000. Second Language learning and Language Teaching. Edward Arnold (Publisher)limited.
Beverly Olson Flanigan. 1991. "Peer Tutoring and Second Language Acquisition in the Elementary school". Applied Linguistics, 12:140-57
Ball, P., Giles, H., &Hewstone, M. 1984. Second Language acquisition: The integroup theory with catastrophic dimensions.
In H. Tajfel (Ed.), the social dimension: European developments in social psychology (pp.668-694). Cambridge, United Kingdom/Paris, France; Cambridge University Press/Editions de la Maison des Sciences de 1'Homme.
Dweck, C. 1986. Motivational process affecting learning. American Psychologist, 41 : 1040-1048.
Dweck, C., & Elliot, E. 1983. Achievement motivation. In P. Mussen & E. Hetherington(Eds.). Handbook of Child psychology: Vol. Ⅳ Socialization, personality and social development (pp. 643-691). New York: Wiley.
Dornyei Z. 1999. "Motivation". Concise Encyclopedia of Educational linguistics. Pergaman.
Dornyei Z. 1998. Motivation in Second and Foreign Language Learning. language Learning, 31:117-135.
Dornyei Z. & Csizer. 1998. Ten Commandments for Motivating Language Learners: Reults of an Empirical Study of Psychology. Language Teaching Research, 2: 203-229.
Dornyei Z. 1994. "Motivation and Motivating in the Foreign Language Classroom." Modern Language Journal, 78:273-84
Dornyei Z. 1990. "Conceptualizing Motivation in Foreignlanguage learning". Language Learning, 1: 45-78.
David J. Dodick. 1996. "A study of the attitudes and motivation of high school foreign language students". The Canadian Modern Language Review, 4: 576-595.
Ely, Christopher. 1986. Language Learning Motivation: A Descriptive and Causal Analysis. Modern Language Journal,70:28-35.
Faiza Belmechri. Kirsten Hummel. 1998. "Orientation and motivation in the acquistion of English as a second language among high school students in Quebec city". Language Learning, 2:219-244.
Gardner, R.C. 1992. Second Language Learning in Adults: Correlates of Proficiency. Applied Language Learning, 2: 1-28.
Gardner, R.C. 1988. The socio-educational model of second language learning: Assumptions, findings, and issues. Language Learning, 38: 101-126.
Graham Crookes.Richw. Schmidt. 1991. Motivation: re-opening
the research agenda. Language Learning, 4:469-512.
Gao Yihong, 2000.Understanding and Transcending Linguistic and Cultural Differences. Foreign Language Teaching and Research Press.
Hyekyung Sung & Amado M. Padilla. 1998. "Student motivation, parental Attitudes, and involvement in the learning of Asian language in elementary and secondary schools". The Modern Language Journal, 82:205-216.
Lian Jie. 2001. "What do Middle school students Bring To English Learning? ---A Questionaire Investigation Report." Teaching English in China, 24:12-6
Lukmani, Y. M. 1972. Motivation to learn and language proficiency. Language Learning,, 22:261-273.
Matthew, P. 1997. "The effect of authentic materials on the motivation of EFL learners".EL T Journal, 1 : 12-28.
Oxford, Katherin& Jill Shearin. 1994 "language Learning Motivation: Expanding the Theoretical Framework." Modern Language Journal, 78: 12-28.
Paul. F. Tremblay&Robert C, Gardner. 1995. "Expanding the motivation Construct in Language Learning". The Modern Language Journal 79:505-20
Ramage, K. 1990. Motivational factors and persistence in foreign language study. Language Learning, 40:189-219.
R.C.Gardner, R.N. Lalonde, R. Moorcroft. 1984, The role of attitudes and motivation in second language learning: correlational and experimental considerations. Language Learning, 2: 207-227.
R.C. Gardner & Peter D. Macintyre. 1993. "On the measurement of affective variables in second language learning". Language Learning, 2:157-194.
R.C. Garner& Paul F. Trembley & Anne-Marie Masgoret. 1997."Towards a full model of second language learning: An empirical investigation". The Modern Language Journal, 81:344-362.
Ricbard Clement. Zoltan Dornyei. Kimberly A. Noels. 1994. Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 3:417-448.
Skehan R 1991. Individual Difference in Second Language Learning. Studies in Second Language Acquisition, 13: 257-298.
Soh Bee-Lay, Soon Yee-Ping. 1991. "English by e-mail: Creating a Global Classroom Via the Medium of Compute Technology." ELT Journal, 45/4:287-92
Strong, M. 1984. Integrative motivation: cause or result of successful second language acquisition? Language Learning, 34/3: 1-14.
Stipek, D.J. 1993. Motivation to learn. Boston: Allyn & Bacon.
Rod Ellis. 1999. Understanding Second Language Acquisition
Xu, G. 1990. China's Modernization and its English language needs. In Z. L. Wang (ed.). ELT in China. Beijing. Foreign Language Teaching and Research Press, 2-10.
William Littlewood. 2000. Foreign and Second Language Learning 外语教学与研究出版社 人民教育出版社 剑桥大学出版社．
韩宝成，2001，《外语教学科研中的统计方法》，外语教学与研究出版社。
贾冠杰，2001，《外语教育心理学》，广西教育出版社。
王初明，190，《应用心理语言学》，湖南教育出版社。
乐眉云，1994，《应用语言学》，南京大学出版社。
石永珍，2000，“大学生英语学习动机调查报告”，《国外外语教学》4：8-11。
胡健，2002，“Z．Domyei的外语学习动机三层次说与口语教学”，《山东外语教学》1：8-11。
赵小沛，2001，“外语教学不可忽视认知的重要性”，《外语界》3：2-8。
刘东楼，2002，“外语教学中动机问题的几点思考”，《外语教学》4：58-62。
扬国俊，2002，“论大学英语学习动机的强化策略”，《外国语》3：27-31。
华惠芳。1998，“试论英语学习动机与策略的研究”，《外国语》3：44-47。
郭铭华，2000，“第二语言习得是外语课——争论与结论”，《外语教学与研究》3：117-123。
秦晓晴、文秋芳，2002，“非英语专业大学生学习动机的内在结构”，《外语教学与研究》1：51-58。
石永珍，2000，“大学生英语学习动机调查报告”，《国外外语教学》3：33-38。
郝玫、郝若平，2001，“英语成绩与成就动机、状态焦虑的相关研究”，《外语教学与研究》1：24-29。
武和平，2001，“二语学习动机研究述略”，《外语教学与研究》2：116-121。
文秋芳、王海啸，1996，“学习者因素与大学英语四级考试成绩的关系”，《外语教学与研究》4：33-39。