农村高中生英语学习负动机现状调查研究

　　摘  要

　　学习动机是影响学生学习成绩的关键因素。如何激发学习动机的研究已十分深入，研究发现学习动机激励因素不稳定会导致动机再次衰退，并且激发动机和引发负动机的因素不一致，因此仅研究维持动机的策略是不够的，针对负动机的研究也十分必要。“负动机”又称“动机缺失”或“动机衰退”，是指“减少或削弱行为动机的某些特定的外在力量”负动机现象在教育相对落后的农村地区尤为明显，例如，学生对英语学习失去兴趣，不肯投入时间和精力，以各种借口逃避英语学习等，负动机问题已引起国内外英语教育领域研究者的广泛关注, 因此对于英语学习负动机的相关研究应该不断深入。

　　为了了解农村高中生英语学习负动机总体水平以及进一步确定影响农村高中生英语学习负动机的因素，本文以内蒙古赤峰市敖汉旗某农村高中的学生为研究对象，并开展了调查研究。基于归因理论和强化理论笔者随机对 165 名学生分发调查问卷并对其中的 12 人进行访谈拟解决以下两个问题：

　　（1）农村高中生英语学习负动机总体水平及变化趋势如何？

　　（2）影响农村高中生英语学习负动机现状的主要因素有哪些？

　　通过研究发现：

　　（1）农村高中生英语学习负动机现象普遍存在并较为严重，整体呈现负动机逐渐增强的趋势。此外，不同年级之间，高二学生负动机最为明显。

　　（2）导致农村高中生负动机现状的主要影响因素有 5 种：学生相关因素、强制性学习因素、教师相关因素、课程相关因素、环境因素。通过对问卷结果分析和以往相关调查的对比，笔者发现学生们认为自身问题是导致英语学习中出现负动机的最大原因，其次为强制性学习因素；与以往调查结果相比较城市学生认为影响其学习最主要的因素是课程设置和教师相关因素，并且强制性学习因素不是城市学生负动机形成的主要影响因素；城乡负动机影响因素在学习环境相关因素上不存在差异。

　　根据研究结果，笔者得出以下启示：学生应该转变对英语的消极观念，合理归因，正确使用学习策略；教师应该提高自身专业技能和责任感，及时强化学生良好行为表现；课程方面应拓展教材，做好初高中课程衔接；教师可以通过创建真实课堂情境丰富课堂学习环境。

　　关键词 ：    英语学习负动机；影响因素；农村高中生  。

　　Abstract 

　　Learning motivation is a key factor affecting students? academic record. It plays a keyrole  in  language  learning  and  teaching.  The  related  research  on  how  to  stimulate  learningmotivation has been very in-depth. Based on extensive research, it has been found that newlydeveloped  learning  motivation  may  decline  again  because  of  the  instability  of  themotivational  factors,  and  the  factors  that  stimulate  and  trigger  the  demotivation  areinconsistent,  thus  it  is  not  enough  to  study  the  strategy  of  maintaining  motivation,  so  theresearch of demotivation is also very necessary.  D?rnyei pointed out demotivation known as“absence of motivation” or “negative motivation”, which refers to “a reducing or weakeningof  certain  external  forces  of  behavior  motivation”.

　　Demotivation  is  particularly  obvious  inrural  areas  where  education  is  relatively  backward.  For  example,  students  lose  interest  inEnglish  learning,  refuse  to  spend  time and  energy,  and  use  various  excuses  to  avoid  Englishlearning.  These  phenomena  occur  relatively  common  in  rural  senior  high  school  students?

　　English  learning  which  has  attracted  widespread  attention  from  researchers  in  the  field  ofEnglish  education  at  home  and  abroad.  Therefore,  the  relevant  research  on  English  learningdemotivation should be continuously deepened.

　　To  understand  the  overall  level  of  demotivation  of  rural  senior  high  school  students  inEnglish  learning  and  further  understand  the  factors  that  contribute  English  learningdemotivation  of rural  senior high  school  students,  the author  conducted  an  investigation  andresearch  on  students  from  Senior  high  school  in  rural  area  of  Inner  Mongolia.  Based  onattribution  of  success  and  failure  theory,  reinforcement  theory,  the  author  hands  outquestionnaires to 165 students and interviews 12 of them in order to answer the following twoquestions:

　　(1)  What  is  the  overall  level  and  changing  trend  of  students  English  learningdemotivation in rural senior high school?

　　(2)  What  are  the  major  factors  that  affect  the  demotivation  of  rural  senior  high  schoolstudents in English learning?

　　It is found that:

　　(1)  The  phenomenon  of  demotivation  in  English  learning  of  rural  senior  high  schoolstudents  occur  widespread  and  serious,  and  the  overall  demotivation  level  is  graduallyincreasing.  In addition, among different grades, the demotivation of second grade students isthe most obvious.

　　(2) There are five major contributing factors leading to the current demotivation of ruralsenior  high  school  students:  student  related  factors,  compulsory  learning  factor,  teacher  related  factors,  course  related  factors,  and  environment  factors.  By  analyzing  the  results  ofquestionnaire and comparing them to those of former research the author founds that: studentsbelieve  that  their  own  problems  are  the  biggest  reason  for  the  demotivation  in  Englishlearning, followed by compulsory learning  factors; while urban city students believe that themost important factors contributing their learning are course related factor and teacher relatedfactors,  and  compulsory  learning  factors  are  not  main  factors  influencing  the  formation  ofdemotivation  in  urban  city;  there  is  no  difference  in  the  environment  factors  between  urbancity and rural arear demotivation.

　　According  to  the  research  results,  it  can  be  drawn  that  students  should  change  theirnegative  perceptions  of  English,  make  reasonable  attributions,  and  use  learning  strategiescorrectly; teachers should improve their professional skills and sense of responsibility, and tostrengthen  students?  good  behavior  in  time;  in  terms  of  curriculum,  the  author  suggests  toexpand  teaching  materials,  deal  well  with  the  connection  of  junior  and  senior  high  schoolcourses  and  teachers  should  taker  to  create  real  situations  for  learning  English  so  as  toimprove the classroom learning environment.

　　Key  Words :     English  learningdemotivation;  Contributing  factors;  Rural  senior  high  schoolstudents 。

　　Chapter One Introduction 

　　This  chapter  mainly  covers  four  parts.  The  background  of  the  study  is  depicted  in  thefirst  place,  and  then  it  introduces  the  purposes  and  the  significance  of  the  research.  Thestructure of the thesis is presentedat last.

　　1.1、 Research Background。

　　Learning motivation is a key  factor affecting students? academic performance. Learningmotivation plays a very important role in language learning and teaching(Blommaert，2010).

　　Researchers  Robert  Gardner  and  Wallace  Lambert  divide  motivations  into  two  types,including  integrated  motivation  and  instrumental  motivation.  Other  researchers  have  foundthat students? motivation for second language or foreign language learning is rarely static orunalterable. Generally, it is a dynamic evolution factor caused by various internal and externalfactors. Among them, Demotivation is the result of the reduction or weakening of external andinternal motivation factors.

　　Economic  globalization  has  gradually  brought  China into  the center  of the  world  stage,and many countries have also begun to learn Chinese. Some people in China believe that as aChinese,  you  should  not  fawn  on  foreigners  but  learn  your  own  culture  and  language,  andeven  some  education  experts  have  called  for  the  withdrawal  of  English  from  the  collegeentrance  examination.  At  the  same  time,  in  the  revision  of  the  senior  high  school  syllabusissued by the Ministry of Education, in order to further optimize the course structure, on thebasis  of  retaining  the  original  learning  subjects,  English,  Japanese,  and  Russian,  it  addsGerman,  French,  Spanish.  English  is  not  the  only  choice  for  the  students.  This  has  causedmany students in school to gradually lose interest in English learning, that is, the phenomenonof  demotivation.  These  changes  are  constantly  influencing  students?  English  learningmotivation.  Therefore,  relevant  research  on  English  learning  motivation  should  continue  toadvance with the times. Researchers have found that the instability of motivational factors inlearning may cause the learners? motivation to decline again, and the factors that triggerthemotivation  in  positive  and  negative  aspects  are  inconsistent.  It  is  not  enough  to  study  thestrategies to maintain motivation, so the negative factors affecting learning motivation whichalso called demotivation also deserves attention.

　　Although  English  subjects  play  a  pivotal  role  in  the  college  entrance  examination,English  learning  demotivation  has  long  appeared  in  some  schools,  especially  in  rural  highschools  where  education  is  relatively  backward.  Many  students  lose  interest  in  English learning and refuse to devote time and energy, avoiding English learning with various excuses,etc. Therefore, it is very meaningful to study demotivation to change this situation. At present,the research on demotivation at home and  abroad are  almost limited to college students, andlittle research involves students in rural middle and senior high schools. This research selectsrural senior high school students as the research object to further the study.

　　【由于本篇文章为硕士论文，如需全文请点击底部下载全文链接】

　　1.2 Research Purpose

　　1.3 Research Signi ficance

　　1.4 Thesis Structure

　　Chapter Two L iterature Review

　　2.1 Defini tion of Key C oncepts.

　　2.1.1 Learning M otivati on.

　　2.1.2 Demotivation

　　2.1.3 Contri buting Factors of Demotivati on

　　2.2 Theoretical B asis

　　2.2.1 Attri bution of Success and Failure.

　　2.2.2 The Reinforcement Theory

　　2.3 Research on Demoti vati on at Home and Abroad

　　2.3.1 Research on Demotivati on Abroad

　　2.3.2 Research on Demotivati on at Home.

　　2.3.3 Summary

　　Chapter Three Res earch Methodology

　　3.1 Research Questions

　　3.2 Research Participants

　　3.3 Research Instruments

　　3.3.1 Questionnaire .

　　3.3.2 Interview.

　　3.4 Research Process .

　　Chapter Four Resu lts and Discussion

　　4.1 General Description of Demotivation

　　4.1.1 Overall Level of Students' English Learning Demotivati on .

　　4.1.2 Demotivation of Di ferent Grade.

　　4.1 3 Demotivation of Different Genders.

　　4.2 Contri buting Factors of Demotivati on

　　4.2.1 Distribution of all C ontributing Factors .

　　4.2.2 Major Factors Causing Rural Students Demovtnva.n.

　　Chapter Five Conclusion

　　5.1 Major Findings of the Survey.

　　5 2 Implicaon.o.

　　5.2.1 Strengthening Students' Behaviors 1n Time.

　　5.2.2 Creating Real Language Learni ng Environments.

　　5.2.3 Attri buting to Success and Failure Reasonably.

　　5.2.4 Expanding Interesting Teaching Materi al

　　5.3 、Limitations of the Survey 。

　　This survey takes a rural senior high school in Inner Mongolia as an example to study thefactors affecting demotivation of students in English learners. Although this research analyzesthe general level of rural senior high school students? demotivation in English learning andrelated  influencing  factors,  and  uses  interviews  to  conduct  in-depth  research  on  influencing fatono, it si ha the flowi arooming and ititim.

　　From  the  perspective  of  the  research  object,  the  text  only  involves  165  students.

　　Although it is representative, it does not fully represent the group of English learners of ruralhigh school students. Therefore, more comprehensive data is needed to make the results moreuniversal.  When  interviewing  students  about  the  specific  causes  ofstudents?  personaldemotivation,  only  a  small  number  of  students  obtained  information,  and  most  of  theremaining students were unable to follow-up interviews with students due to the limited timeand uniqueness of the students.

　　In  addition,  demotivation  is  a  result  and  a  process.  In  this  survey,  the  judgment  ofdemotivation  is  made  by  learners  based  on  their  own  experience,  which  is  subjective.

　　Therefore,  follow-up  will  observe  the  changes  in  learners?  motivation  through  long-termfollow-up  research,  and  explore  the  influencing  factors  of  demotivation  morecomprehensively.

　　References

　　[1] Ausubel, D. Educational Psychology: A Cognitive View [M]. New York: Holt, Rinehart& Winston, 1968.

　　[2] Akbarzadeh, A. Mi xed -methods approach to demotivating factors among Iranian EFLlearners [J]. Issues in Educational Research 27, 2017:4 17434.

　　[3] Blommaert, J. The Sociolinguistics of Globaliation [M]. Cambridge: CambridgeUni versity Press, 2010.

　　[4] Brown, H. Principles of Language Learning and Teaching[M]. Beijing: ForeignLanguage Teaching and Research Press, 2000.

　　[5] Chambers G. Taking the‘de' out of demotvation []. Language Learning Journal 7,1 993:13-16.

　　[6] Cenk, A. Turkish High scho ol students' English demotivation and their seeking forremoti vation:amixed methodresearch[J]. English LanguageTeaching10(8),2017:115-116.

　　[7] Christophel, M., Gorham, J. Test -Retest Analysi s of Student Motivation TeacherImmediacy and Perceived S ources of M oti vation and D emotivation in College C lasses[J]. Communication Education 44, 1992: 292-306.

　　[8] Dormnye, Z. Motivation in Second and Foreign Language Learming []. LanguageTeaching. 1998: 31-118.

　　[9] Dornyei, Z. Motivational Strategies in the Language Classroom [M]. London:C ambridge University Press, 2001.

　　[10]Dornyei, Z. Teaching and Researching Motivation [M]. Harlow: Longman, 2001.

　　[11]Edward, L. et al. Intrinsic Motivation and Self-Determination in Human Behavior[M].Boston: Springer MA, 1985.

　　[12]Falout, J, Maruyama M. A comparative study of proficiency and learner demotivation[J]. The Language Teacher 28 (8), 2004:3-9.

　　[13] Harmer, J. How to teach English[M]. Bei jing: Foreign Language Teaching and ResearchPress, 2000.

　　[14]HadiYag, H. Culture-specificity of teacher demotivation: Iranian junior high schoolteachers caught in the newly-introduced CLT trap[J]. Teachers and Teaching 23(2),2017:127-140.

　　[15]1keno, R. Motivating and Demotivating Factors in Foreign Language Learning APreliminary Investi gation [J]. Ehime Universily Journal of English Education R esearch 2,2002:1 -9.

　　[16]Johnson, K. An Introduction to Foreign Language Leaming and Teaching[M]. Beijing:Forei gn Language Teaching and Research Press, 2000.

　　[17]Rudnai, Z. Demotivation in Learning English among Secondary School Students inBudapest [D]. Budapest Hungary: Eotvos University, 1 996.

　　[18]Sakai, H, Kikuchi, K. An Analysi s of Demotivators in the EFL Classroom [J]. System 37,2009: 57-69.

　　[19]Song, B., Kim, T. The dynamics of demotivation and remotivation among K orean highschool EFL students [J]. System, 2017:90-103.

　　[20]Ushioda, E. Learner Autonomy 5: The Role of Motivation [J]. Authentic LanguageLeaming Ltd 22, 1996: 79-105.

　　[21]陈东军，高中生英语学习焦虑调查分析与对策[J].《现代中小学教育》，2012 (4):25-27，31.

　　[22]陈琳，让“多语种、高质量、- - 条龙”愿望完满实现[J].《基础教育外语教学研究》，2009 (1): 7-10.

　　[23]崔玲玲等，普通高中学困生英语学习动机减退原因分析[J].《英语学习(教师版)》，2015 (8): 37- -39.

　　[24]高理想等,高中生英语学习动机减退:原因与对策[J].《英语学习:教师版》, 2015(8):35 -37.

　　[25]郭燕等，非英语专业大学生英语学习焦虑多维度研究[J]《外语界》，2014(4): 2-11.

　　[26]胡蝶，非英语专业研究生英语学习负动机的教师因素研究[J].《安徽文学(下半月)》，2017 (4): 129-132.

　　[27]胡卫星等，英语学习动机减退的模型构建[J].《外语教学》，2010 (3): 41-44， 49.

　　[28]胡艳，二语课堂学生英语学习负动机研究与对策[J].《长沙大学学报》，2015 (6):142-145.

　　[29]李池利，大学生英语学习负动机影响因素因子分析[J].大学英语(学术版) 2014(1):