摘要
近二十年的研究显示,学习动机与学习成果呈显著的正相关,因此可以把前者作为预测后者的一个指标。然而,这类研究的主体采取整合、静态视角,忽略了学习者实际学习中学习动机的动态变化和导致变化的因素。本研究从动态角度研究外语学习动机,通过对一组被试进行两次课堂任务活动(控制任务和实验任务)的对比,考察不同的任务特征,即话题熟悉程度、任务类型、是否存在语境支持材料对学习者任务动机的影响,以及学习者任务动机与总体静态动机之间的相关性。研究结果显示,合适的学习任务能够提高学生的任务动机;同时,总体动机中,以内在兴趣为典型的积极动机和任务动机呈正相关。本研究为学习动机动态本质提供了实证性支持,对以调动学习者积极性为目的的,系统和理性的教学干预具有启示意义。
The research of language learning motivation has shown a strong positive correlation between learning motivation and learning achievement. However, most of the studies have been conducted from a general and static perspective, ignoring the dynamic nature of learning motivation as well as the contingent factors that may lead to motivation change. Based on a dynamic motivation model, the present study examines （1） the effects of three task features --topic familiarity, task type and contextual supporting material--on learners＇ task motivation; （2） the correlation between task-specific motivation and general motivation （types and intensity）. The results show that all the three features examined effectively enhance EFL learners＇ task motivation during in-class learning. Among the three tast features, topic familiarity played the most important role in affecting task motivation. The results also show that only intrinsic interest had a significantly positive correlation with task motivation.
出处
《外语教学》
CSSCI
北大核心
2007年第2期43-47,共5页
Foreign Language Education
