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©վٷַ22270.COM—高职院校非英语专业学生学习动机与自主学习能力相关性的实证研究

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内容提示: AnEm pi ri cal Studyon theCorrel ati on betw eenM oti vati on andLearnerAut onom yofH i gherVocati onal N on- Engl i sh M ajors学位论文完成日期:指导教师签字;答辩委员会成员签字:?一哆口‘ 坦万方数据 AnEm pi ri cal Studyon theCorrel ati on Bet w eenM oti vati onand LearnerAutonom yofH i gher Vocati onalN on- - Engl i sh M aj orsABSTRACTlIl l I Illllll$1111 Illl Ulll l tlllY2773874Intoday’ S Chi nahi ghervocati onalcol l ege educati on,Engl i shl earner autonom vhas been attachedgreati m portance w i th trai ni ...

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AnEm pi ri cal Studyon theCorrel ati on betw eenM oti vati on andLearnerAut onom yofH i gherVocati onal N on- Engl i sh M ajors学位论文完成日期:指导教师签字;答辩委员会成员签字:?一哆口‘ 坦万方数据 AnEm pi ri cal Studyon theCorrel ati on Bet w eenM oti vati onand LearnerAutonom yofH i gher Vocati onalN on- - Engl i sh M aj orsABSTRACTlIl l I Illllll$1111 Illl Ulll l tlllY2773874Intoday’ S Chi nahi ghervocati onalcol l ege educati on,Engl i shl earner autonom vhas been attachedgreati m portance w i th trai ni ng hi gh—qual i fi ed professi onaltechni calpersonnel .Engl i shl earnerautonom yCan be i nfl uencedby m anv factors andm oti vati on shoul d be i denti fi ed as ani m portantresearchers havepi cked upthe pace w i th presentm otl rati on and l eam erautonom y, andal sobetw een these tw ovari abl es.H ow ever' fewresearchers have tri ed to conduct teachi ngexperi m entsforsti m ul ati ngm oti vati on i n order to enhancel earnerautonom y, l et al onetostudy the hi gher vocati onalcol l egestudents i nsteadof those i ngeneral uni versi ti es.In thatcase,the author bases hi m sel fon thepracti calvocati onalcol l ege Engl i sheducati on and tri esandone on i t.In recent years,dom esti cforei gnresearchtendencyonem pi ri cal l y expl ored thecorrel ati onsi tuati on i n Chi nahi ghertoexpl ore anadequate叩proach ofi nspi ri ngm oti vati on i n order toi m provel earnerautonom y.In the current research,the author takes sel fdeterm i nedm oti vati ons(i denti fi edregul ati on,IM -Achi evem ent,IM —Know l edgevari abl esaffecti ngautonom yand( com petence,rel atedness andautonom y) as supporti ve condi ti onsm oti vati ons i n thel i ghtof Sel f-determ i nati onTheory(SDT).The author i ni ti ates thecorrel ati onresearchi nQ i ngdaoVocati onalM anagem ent,w i th 84 freshm en from2paral l el cl asses,m aj ori ngi nAccounti ngandAudi ti ng M anagem ent.The authorputs f orw ardtw o researchhypothesesaS:1、TheandIM .Sti m ul ati on)aSpow ed.ull earnerregardsbasi cpsychol ogi calneedsfosteri ng theseandTechni calCol l egeofH otel万方数据 ful fi l l i ngofbasi c psychol ogi calneedscanhel p i nspi re students’sel f- determ i nedm oti vati ons.21 Thei nspi ri ngofsel f- determ i ned m oti vati onscan hel penhancestudents’autonom yi nEngl i sh l earni ng.Later, an i nvesti gati on through questi onnai reand i ntervi ew has been taken fi rstto understand the statusquoof m oti vati on andl earnerautonom yforhi ghervocati onalnon—Engl i sh m aj orsi npre—test.Throughtheanal ysi softheresul ts w i th SPSS13.0,the authorfi ndsoutthatm ostofthei nvesti gated students’ m oti vati on( 3.1619) andl earner autonom y( 3.1891) do needi m provi ng.Am ongdi fferent m oti vati ontypes posi ti vel ycorrel ated to l earnerautonom y,i denti fi edm oti vati on( r=O .537) ,IM —Achi evem ent( r=O .674) ,and( Fo.685) are hi ghl yi nfl uenti al i n current research.Based on w hat has beeni nvesti gated,theauthor thensel ectsexperi m ental groupand control group,andi ni ti ates thetrai ni ng programfor onesem ester, i ncl udi ng 1)IM —Know l edgedevel opi ngstudents’ forei gn l anguage l earni ngstrategi es;2)establ i shi nga harm oni ousatm ospherefor cl assroomacti vi ti es;3)shi fti ng students’l earni ng.By com pari ngthe resul ts i npre-test andpost—test,theauthor fi nds out thatsel f-determ i nedm oti vati ons,especi al l y i denti fi edregul ati on,IM .Achi evem ent andIM —Know l edgei nexperi m ental grouphave beenrem arkabl y enhanced,w hi ch show sconcepti nforei gn l anguagethesel f-determ i nedm oti vati ons.Learnerautonom yhas been al sogreatl y i m provedw i ththei nspi rati onofthese m oti vati ons.Students fromexperi m entalm akeuse ofautonom ousl earni ngeffecti venessofful fi l l i ngbasi cpsychol ogi calneedscanhel pi nspi regroup begi ntoposi ti vel yski l l s and becom ei ndependentl yresponsi bl efor thei r ow nl earni ng.Therefore,i t can bestati sti cal l y concl uded that thetrai ni ng program ,tosom eextent,Canful fi l l students’ basi cpsychol ogi cal needs,andeffecti vel y i nspi resel f-determ i ned m oti vati ons to advance thei r l earner autonom yi nhi ghervocati onalcol l egeEngl i sh l earni ng.KEY W O RDS:H i gherSel f-determ i nati onTheory;Learner Autonom y;Co.el ati onVocati onMCol l ege;Engl i sh Learni ng;M oti vati on;II万方数据 摘要英语自主学习能力在职业院校培养高素质专业技术人才方面起着至关重要的作用。动机是影响英语自主学习的重要因素之一。©վٷַ22270.COM近来,国内研究者开始紧随国外研究趋势,把动机和自主学习结合起来进行研究。©վٷַ22270.COM但他们的研究大多是以调查活动为主,很少开展有针对性的教学实践活动。此外,他们的研究对象大多以本科院校学生为主,很少针对高职院校学生的英语学习状况进行研究。基于当前中国高职英语教学的实际情况,笔者以激发学习动机,提高自主学习能力为目的进行实证研究。在本实证研究中,笔者以自我决定论为理论指导,把自我决定动机( 认同调节型、取得成就型、了解刺激型、体验刺激型) 看作是影响自主学习的重要变量,把基本心理需求( 能力、归属、自主) 看作是激发自我决定动机的内在基础,以来自青岛酒店管理职业技术学院会审管理专业一年级84名新生为对象开展动机与自主学习的相关性研究。研究对象均来自两个平行班。笔者提出实验假设,内容包括:1) 基本心理需求的满足可以激发学生的自我决定动机;2) 自我决定动机有助于培养学生英语学习的自主性。教学实验前,笔者以问卷和访谈的方式调查了自我决定动机和自主学习在©վٷַ22270.COM—高职院校非英语专业学生中的现状。运用SPSSl 3.0对问卷调查结果进行分析,笔者发现,多数被试学生的学习动机( 3.1619)和自主学习( 3.1891) 有待提高。©վٷַ22270.COM与自主学习呈正相关的动机类型中,认同调节型( r=O .537) ,取得成就型( r=O .674) 和了解刺激型( r=0.685) 在当前研究中影响最大。©վٷַ22270.COM基于实验前自我决定动机和自主学习现状的调查分析基础上,笔者进行了激发自我决定动机,提高学生英语学习自主性的研究。笔者选择实验组和参照组,开展自我决定动机激发计划,内容包括:1) 培养学生外语学习策略,2) 营造和谐的课堂活动氛围,以及3) 转变学生外语学习观念。©վٷַ22270.COM实验结果表明:实验组学生的自我决定动机普遍得到了提高。其中,认同调节型、取得成就型、了解刺激型三种动机类型有显著提高。这表明基本心理需求的满足可以激发学生的自我决定动机。学生学习的自主性也随着自我决定动机的激发得到了很大的提高。实验组学生己初步形成自主学习能力,开始成为独立负责的学习者。©վٷַ22270.COM实验结果验证了通过动机激发计划,可以满足学生基本心理需要,有效地激发自我决定的动机类型,提高高职院校学生英语学习的自主性。111万方数据 关键词:高职院校;英语学习;动机;自我决定论;自主学习;相关性IV万方数据 ContentsChapterO ne Introduction...............................................................I1.1Backgroundofthe Research..............................................................................11.2Si gni fi canceofthe Research.⋯..⋯⋯⋯.⋯⋯.⋯⋯.⋯.⋯⋯⋯⋯⋯.⋯.⋯.⋯⋯.⋯.⋯⋯...21.3Layoutofthe Dissertation..................................................................................4Chapter Tw oLi terature Review.......................................................62.】l LearnerAutonom y............................,....................,...........................................62.1.1 Introducti onofLearnerAutonom y⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ .62.1.2M aj or Com ponents ofLearnerAutonom y⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ..82.1.3Infl uenci ngFactorsofLearnerAutonom y⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ 102.2 M otivation.........................................⋯............................................................】l】【2.2.1 Introducti on ofM oti vati on⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯112.2.2Introducti on of Sel f-determ i nati onTheory⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ..132.2.2.1 M oti vati ons i n Sel f-determ i nati onTheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯..142.2.2.2 Basi cPsychol ogi calN eeds for M oti vati ons i n Sel f-determ i nati onTheory⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ 172.3 Researches on the Correl ati onbetw eenM oti vati on and LearnerAutonom y..182.3.1 Researches Abroad⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ 182.3.2 Researches at H om e⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ .192.4 Sum m ari zati on ofLi teratureReview...............................................................21ChapterThree ResearchDesign......⋯........⋯...........⋯.......⋯.........:13:;.1 ResearchHypotheses........................................................................................23:;.2 ResearchSubjects............................................................................................23:;.3 Research Instrum ents.......................................................................................243.4 Research M ethod.............................................................................................26:;.5Trai ni ng Program ⋯.⋯⋯⋯..⋯..⋯⋯⋯.⋯.⋯⋯.⋯.⋯⋯..⋯.⋯⋯.⋯.⋯.⋯⋯.⋯.⋯⋯.⋯263.5.1D evel opi ng Students’Forei gnLanguage Leam i ng Strategi es⋯ ⋯ ⋯ ⋯ ⋯ 273.5.2Constructi ngaH arm oni O U SAtm osphereof Cl assroomActi vi ti es⋯ ⋯ ..303.5.3Shi fti ng Students’ Concepti nForei gnLanguage Learni ng⋯ ⋯ ⋯ ⋯ ⋯ ⋯ .32:;.6 Research Procedures.⋯⋯.⋯⋯.⋯⋯.⋯.⋯.⋯⋯⋯.⋯.⋯..⋯.⋯⋯.⋯.⋯.⋯⋯⋯⋯.⋯⋯.34ChapterFour Resul ts and Discussion.............................................354.1 StatusQ uoofM oti vati on andLearnerAutonom yi n Pre—test⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ .354.1.1 StatusQ uoof M oti vati on i n Pre-test⋯.⋯......⋯.⋯⋯...⋯⋯...⋯.⋯.⋯.⋯...354.1.2 StatusQ uoof LearnerAutonom yi nPre-test⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ 一414.1.3D egreesof D i fferent M oti vati onTypes Correl ated to LearnerAut onom yV万方数据 i n Pre..test........................................................................................................494.2 Com pari son of M oti vati ons and Learner Aut onom y betw een Pre—test andPost..test.................................................................................................................!;:;4.2.1 Com pari sonofM oti vati ons betw eenPre—test and Post—test⋯ ⋯ ⋯ ⋯ ⋯ ⋯ 534.2.2 Com pari sonof LearnerAut onom y betw een Pre—test and Post—test⋯ ⋯ .554.3 Discussion........................................................................................................!;’ 7ChapterFi ve Conclusion................................................................59:ji.1M aj or Fi ndi ngsofthe Research.......................................................................595.2Im pl i cati onsofthe Research...........................................................................605.3 Li m i tati ons ofthe Research.............................................................................6:211;.4Suggesti onsfor Further Research....................................................................63Bi bl i ography⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ 65Appendi x⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ..72Acknow l edgem ents⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ ⋯ .76VI万方数据 Li st ofFi guresFi gure2.1 Autonom ousLearni ngM odel f romZi m m erm anFi gure2.2 M oti vati ons i n Sel f-determ i nati onTheoryVl I万方数据 Li st of Tabl esTabl e 2.1Infl uenci ng Factors onForei gnLanguageAutonom ous Learni ngTabl e3.1IndependentSam pl eT-Testfor Col l egeEntrance Exam i nati onEngl i shScores beforeTeachi ng Experi m entTabl e 3.2Rel i abi l i tyStati sti csTabl e 3.3Cogni ti ve Strategi esi nForei gn LanguageTabl e 3.4Learni ngPl anTabl e4.1D escri pti veStati sti cs of M oti vati on i n Pre—testTabl e 4.2D escri pti veStati sti cs of ExternalRegul ati oni n Pre—testTabl e 4.3D escri pti veStati sti cs ofIntroj ected Regul ati oni n Pre—testTabl e 4.4D escri pti veStati sti cs of Identi fi edRegul ati oni n Pre—testTabl e 4.5D escri pti veStati sti cs of Intri nsi c M oti vati on Achi evem ent i n Pre—testTabl e 4.6D escri pti veStati sti cs of Intri nsi c M oti vati onKnow l edgei n Pre—testTabl e4.7D escri pti veStati sti cs of Intri nsi c M oti vati on Sti m ul ati oni n Pre—testTabl e 4.8D escri pti veStati sti cs of LearnerAutonom yi n Pre—testTabl e 4.9D escri pti veStati sti cs ofO bj ecti ve Setti ngi n Pre—testTabl e4.10D escri pti veStati sti cs ofStrategySel ecti on i n Pre—testTabl e 4.1 1D escri pti veStati sti cs of Ti m eArrangem enti n Pre—testTabl e 4.1 2D escri pti veStati sti cs ofSel f- m oni tori ngi n Pre—testTabl e 4.1 3D escri pti veStati sti cs of Sel f-eval uati on i n Pre—testTabl e 4.14D escri pti veStati sti cs ofSel f-regul ati oni n Pre—testTabl e 4.1 5D escri pti veStati sti cs ofCreati ngandU ti l i zi ng Learni ngContext i n Pre-testTabl e 4.1 6 Correl ati ons betw eenO veral l M oti vati on and LearnerAutonom yi n Pre—testTabl e 4.1 7 Correl ati ons betw een D i fferent M oti vati onTypesand Learner Autonom yi nPre.testTabl e 4.1 8 Sel f-determ i ned M oti vati on beforeTeachi ng Experi m entTabl e 4.1 9 Sel f-determ i ned M oti vati onafterTeachi ng Experi m entTabl e 4.20 LearnerAutonom ybeforeTeachi ng Experi m entTabl e 4.2 1 LearnerAutonom yafterTeachi ng Experi m ent万方数据 青岛科技大学研究生学位论文Chapt erO neIntroducti on1.1Backgroundof the ResearchIntoday’ SChi nahi ghervocati onalcol l ege educati on,Engl i shl earnerautonom yhas been attached greati m portance、析tIltrai ni nghi gh—qual i fi ed professi onalandtechni calpersonnel .Accordi ngtoearl yi ssued Basi cRequi rem ents of Vocati onalCol l ege Engl i sh Teachi ng( 2000) ,m odemprofessi onalandtechni calpersonnelshoul dpossessnot onl y hi gher vocm i onalexperti se,but al so certai ncapaci ti esofl earni ngEngl i shas aforei gn l anguage autonom ousl y i n orderto better com m uni cate w i thforei gnersor deal w i thforei gnaffai rs i nprofessi onalfi el d.In recent years,col l egeEngl i shcurri cul umreform ati onem phasi zesand dem ands that‘ ‘ l earnerautonom y i nprocessofl earni ng Engl i shas aforei gnl anguageshoul d bei m provedw i th a shi ft ofm aj or teachi ngfocus f romhowto teachtow ards howto l et studentsl earn(M i ni stryofEducati on,2007)” .For students,i t i s al socom m onl y acceptedthattheyshoul d becom eacti ve andresponsi bl e forEngl i sh l earni ng processandm ake consci ous deci si ons forw hatthey have to l earnduri ng thi sprocess.H ence,l earner autonom yhas com e torecei ve dueand suffi ci ent attenti on i nhi ghervocati onalcol l egeEngl i shl earni ng.Actual l y, the author, once ahi gher vocati onalcol l ege student,has som e rel evantpersonalexperi enceaboutEngl i shl earni ngi nhi ghervocati onalcol l ege.Com pari ngw i th thepeersi ngeneral uni versi ti es,hi gher vocati onalcol l egestudents do have som edi ffi cul ti es i nEngl i sh l earni ng.Iti s because of the l owentranceEngl i shrequi rem entsthat m ost of the studentsm ay not haveenoughbasi cknow l edgeand cannotperformw el li nsubsequent vocati onalEngl i sh l earni ng.In that case,thei r Engl i sh l earni ngm oti vati on w i l l becom el ow er, w hi chi n turn Canspontaneousl yi nterfere w i th thei rEngl i shl earni ng autonom y.万方数据 AnEm pi ri cal Studyon the Correl ati on betw een M oti vati on and LearnerAut onom yofH i gherVocati onalN on—Engl i sh M aj orsConsi deri ngthat m oti vati on i s onepow erf ul i nfl uence on l earnerautonom y, theauthor bases hi m sel f on thepracti calsi tuati on i n Chi nahi ghervocati onalcol l egeEngl i sheducati onandconducts anem pi ri calresearch on thei r correl ati onby taki ngthevi ewof m oti vati ontypesand basi cpsychol ogi calneeds i n Sel f-determ i nati onTheory( SD T) astheoreti cal foundati on.The author fi rstputsforw ard tw o researchhypothesesas"1) Theful fi l l i ngofbasi cpsychol ogi calneeds Can hel pi nspi restudents’sel f-determ i nedm oti vati ons.2) The i nspi ri ngof sel f- determ i ned m oti vati ons Canhel penhancestudents’autonom yi nEngl i shl earni ng.Later, theauthor i ni ti ates a correl ati onresearch fornon—Engl i sh m aj orsi nQ i ngdaoVocati onal and Techni calCol l egeof H otelM anagem enttotesti fythese tw ohypothesesforpurposeofprovi di ngsom e benefi ci ali nstructi ons to thehi ghervocati onalcol l ege Engl i sh l earni ng,asw el l as toi m proveanddevel opdom esti c correl ati on researches of thi s ki nd.1.2Si gni fi canceof the ResearchThe currentresearch i s ofgreat i m portanceand urgencyfor both vocati onaleducati on andem pi ri calresearchesw i thi n therealcondi ti onsof Chi naEngl i shl earni ng.Fi rst,thi sresearch can offer som e effecti ve i nstructi ons toi nspi resel f- determ i nedm oti vati ons fori m provi ngl earnerautonom y.Asw eknow , l earner autonom ycan beaffectedby m anyi ndi vi dual factors,am ongw hi ch m oti vati on i s the m osti nfl uenci ngone.Infact,an appropri atem oti vati on onforei gn l anguageautonom ousl earni ng Can,to som eextent,offsetthe defects or di sadvantagesof i ndi vi dual abi l i ti es andl earni ngcondi ti ons( Dom yei ,200 1) .Spratt& Chan( 2002) al sostates that“ a m oti vated studentw oul d have agreateri nterest i n w hat to be l earnt andthus be m orereadyandabl e totake onresponsi bi l i ti esi nl anguage l earni ng process.” Trul y, anyski l l ed l earners w hol ack ofappropri atem oti vati ons m ayfai lduri ngtheever- bori ng process,and anyordi naryl earners w hopossess properm oti vati onsm ay succeed i nhandl i ng enoughknow l edgeof forei gnl anguageandconti nui ngthei r l earni ng.H ow ever, one probl emi sthat howw e cani nspi resuch m oti vati ons i n order toi m provel earnerautonom yw i th2万方数据 青岛科技大学研究生学位论文the al terati on ofteachi ngm etIl od f romtradi ti onal l y cul ti vati ng Engl i sh know l edgeandski l l s tom odernl y fosteri ng capaci tyasi ndependentl earner i n Chi nahi ghervocati onalcol l ege Engl i sh educati on.The author bel i eves that Sel f-determ i nati onTheorycal l bethekeyto the sol uti on.Sel f-determ i nati onTheoryW as i ntroducedby D eci & Ryan( 1985) asatheoryabout thedevel opm entof hum anm oti vati on.Accordi ngto SD T, thereare seventypesof m oti vati on that i ncl udeam oti vati on,external regul ati on,i ntroj ected regul ati onandi denti fi edregul ati onto i ntri nsi c m oti vati onachi evem ent(IM —Achi evem ent),i ntri nsi cm oti vati onknow l edge( IM —Know l edge) andi ntri nsi cm oti vati onsti m ul ati on(IM —Sti m ul ati on).Am ongthese m oti vati ons do i denti fi edregul ati on,IM —Achi evem ent,IM —Know l edgebel ongand IM —Sti m ul ati ontosel f-determ i nedm oti vati ons,i .e.m oti vati ontypesthat can l ead to autonom ous behavi ors.InD eci & Ryan’sel f-determ i nedm oti vati onsS vi ew , thei nspi rati onofdependsexactl yonthreebasi cpsychol ogi cal needs,that i s,com petence,rel atedness andautonom y.Thus,sati sfyi ngbasi cpsychol ogi calneeds Canprovi detheensuri ngof sel f-determ i ned m oti vati ons.Inthatcase,i tw i l lbe necessary for hi gher vocati onalcol l ege Engl i shteacherstounderstand the statusquoof m oti vati on and l earnerautonom y, adj ustthei rteachi ngm ethodsaccordi ngl ytosati sfyi ngbasi cpsychol ogi calneeds of hi gher vocati onalcol l egestudents,ai m i ngati nspi ri ngstudents’ sel f-determ i nedm oti vati onsfori m provi ngthei r l earnerautonom y.Second,thecurrentresearch Can offer som e usefuli nform ati on to dom eSti cem pi ri calresearcheson correl ati on betw een m oti vati on and l earnerautonom y.Inrevi ew i ngofprevi ous researches,i t Can be concl uded that dom esti c researchers havepi cked upthepacew i thpresent forei gnresearchtendencyandem pi ri cal l y expl ored thecorrel ati onconcerni ngfromm oti vati onalcom ponentsandautonom ousl earni ng fl uYi ng& LiJ i an,2008;Li n Li l an,2008,etc.),m oti vati on and autonom ous l ea玎血gstrategi es(N i Q i ngquan,2010;Li W en,2012,etc.),tocertai n m oti vati ontypesandl earnerautonom y( Li uH onggang& G aoYue,2007;Yang Yanfang,2010,etc.).ExceptCaoYupi n( 2007) ,how ever, few researchershavetri ed toconductteachi ng3万方数据 AnEm pi ri cal StudyO i l theCorrel ati on betw een M oti vati on and LearnerAut onom yofH i gherVocm i onal N on- Engl i sh M aj orsexperi m entsforsti m ul ati ngm oti vati on i n order to enhance l earnerautonom y, l etal onetostudythehi ghervocati onalcol l ege students i nstead of those i ngeneraluni versi ti es.‘ fhus,theauthor bases hi m sel f on thepracti cal si tuati on i n Chi nahi ghervocati onalcol l ege Engl i sheducati on andputsf orw ardtw ohypotheses accordi ngtoSDT:1) Theful fi l l i ngofbasi cpsychol ogi calneedscanhel pi nspi restudents’sel f- determ i nedm oti vati ons.2) The i nspi ri ngof sel f-determ i ned m oti vati onscan hel penhancestudents’autonom yi nEngl i sh l earni ng.Anem pi ri cal research has been conducted i nQ i ngdaoVocati onal and Techni calCol l egeof H otelM anagem ent si ncetheyear20 1 3.Thesubj ectsare 84 f reshm en f rom2paral l elcl asses i n theD epartm entofBusi ness,m aj ori ngi nAccounti ngandAudi ti ngM anagem ent.An i nvesti gati on through questi onnai reand i ntervi ew has been takenfi rstto understand the statusquoof m ofi vm i on and l earner autonom yfor hi ghervocati onalnon—Engl i sh m aj orsi npre—test.Basedon w hathas beeni nvesti gated,atrai ni ng programhasbeeni ni ti ated forone sem estertosati sfystudents’ basi cpsychol ogi cal needs,w hi chi ncl udes1) devel opi ng students’ forei gn l anguage l earni ngstrategi es;2)establ i shi nga harm oni ousatm ospherefor cl assroomacti vi ti es;3)shi fti ngstudents’concepti nforei gn l anguagel earni ng.Stati sti ccom pari sonbetw eenexperi m ental groupand controlgrouphas been taken out toprovethe effecti veness oftrai ni ng programand i n turnprovi deevi dence to author’ Shypotheses.W hat’ S m ore,the Success i n thi s research can be ofgreatreference to other researchers’ studi es oncorrel ati on betw een m oti vati on and l earner autonom y ofhi ghervocati onalcol l egestudentsthatconcerns、析tIli nspi ri ngsel f-determ i ned m oti vati onsfori m provi ngl earnerautonom y.1.3Layoutof the D i ssertati onThi s di ssertati on i scom posedof fi vechapters,w hi chcal l bedi spl ayedas fol l ow s:Chapterone i s the generali ntroducti on ofthi s research.Itprovi desa bri efdescri pti onto the researchbackground,si gni fi canceof the research andl ayoutof thedi ssertati on SOthat readers cal l understand the content m oreeasi l y.4万方数据 Chaptertw o i s the l i terature revi ewrel ated to thecurrentresearch.Fi rst,i tdefi nesl earner autonom y, i ntroducesi tsm aj or com ponentsandi nfl uenci ng factors.Then,i tconceptual i zesm oti vati on,and the cl assi fi cati on andi nspi rati onof m oti vati onarei ntroduced w i th the theoreti calbackgroundof Sel f-determ i nati onTheory.Fi nal l y, thecorrel ati on researchesbetw een m oti vati on and l earnerautonom yarerevi ew ed,i ndi cati ngthatf ew researchers havetri edtoconductteachi ngexperi m entsoncorrel ati on betw een these tw o vari abl es,l et al one tostudythecol l egestudents ofvocati onalEngl i sh l earni ng,w hi chneedstobe further di scussed i n the currentresearch.Chapterthree i s the researchdesi gn.Itfocuses on detai l s of thi sresearch,w hi chdem onstrates thehypothesesto be veri fi ed,the parti ci pantof theresearch,theresearchi nstrum ents and m ethodi m pl em ented,thetrai ni ng program em pl oyed and theprocedureof data col l ecti on andanal ysi s.Chapterfour i s the resul t and di scussi on.The author fi rsti nvesti gatesthe statusquoof m oti vati on and l earnerautonom yforhi ghervocati onalnon—Engl i sh m aj orsi npre—test.Basedon theresul ts ofsurvey, theauthor then conducts ateachi ng experi m entone term toforsati sfy students’ basi cpsychol ogi calbetw een experi m entalneeds.Stati sti ccom pari songroupand controlgrouphas been taken outtoveri fy theeffecti veness oftrai ni ng program ,w hi chi n turn Canprovi deevi dence to author’ Shypotheses.Chapterfi ve i s the fi nalconcl usi on.In thi s chapter,the author sum m ari es theresearchprocess,poi ntsout them aj or fi ndi ngsandi m pl i cati onsi n thi s research.O nthe basi s of thesum m ari zati on,theauthoral so recogni zes the l i m i tati ons of hi sresearch andprovi dessom esuggesti onsfor futureuse.万方数据 AnEm pi ri cal StudyO i l the Correl ati on betw een M oti vati on and Learner Autonom yof Hi gherVocati onalN on—Engl i sh M aj orsChapterTw o Li terature Revi ewThi s chapteri s the l i terature revi ew rel ated to the currentresearch.Fi rst,i tdefi nes l earnerautonom y, i ntroducesi tsm ajorcom ponents andi nfl uenci ngfactors.Then,i tconceptual i zesm oti vati on,andthecl assi fi cati on andi nspi rati onofm oti vati on are i ntroduced w i th the theoreti calbackground of Sel f-determ i nati onTheory.Fi nal l y, thecorrel ati onresearches betw een m oti vati on and Learner autonom yare revi ew ed2.1 LearnerAutonom yLearnerautonom yhas beenpai dm uch attenti on byresearchers and teachers offorei gn l anguage l earni ng.Thenw hati sl earner autonom y?W hatare the m aj orcom ponentsof i t?And w hat are the factors that i nfl uence i t?2.1.1 Introducti on of LearnerAutonom yTherecogni ti onof l earnerautonom yi s not bui l t i n oneday.Asam atter offact,autonom yi nforei gnl anguage l earni ngi s SO ofcom pl exi tythat i t needs al l researchers’endeavors to w ork on.Therei s noquesti onthat the term “ Autonom y’ ’ w asfi rstm troduced i nto the fi el d offorei gn l anguage l earni ng by H ol ec.H e( H ol ec,1981:3)poi nts out that l earnerautonom yi s a certai ntypeof abi l i ty, “ Totakechargeof one’Sow nl earni ngi s tohave,andtohol d,the responsi bi l i tyfor al l the deci si onsconcerni ngal laspectsof thi sl eani ng,i .e.:1)Determ i ni ngtheobj ecti ves;2)Defi ni ngthe contentsandprogressi ons;31 Sel ecti ngm ethods andtechni questo beused;4) M oni tori ngtheprocedureofacqui si ti on properl y speaki ng;5) Eval uati ngw hat has beenacqui red· ”M anyresearchers al so take the si de of H ol ecthat l earnerautonom yi s a certai ntypeofabi l i tyrather than state orbehavi or.Dam ( 1990) i nsi ststhat l earner autonom yi s theabi l i tyto controlthei r ow nl earni ngandi t grow soutof the i ndi vi duall earner’ s6万方数据 青岛科技大学研究生学位论文acceptanceofresponsi bi l i tyfor hi s ow nl earni ng.Li ttl ew ood(1999:73) statesthatl earnerautonom yi s“ the abil i tyto use theknow l edgeone has l earned w i thout thehel poftheteacher.” N okoAoki ( 2000) regardsi tas“acapaci tyreferstothedom ai n—speci fi c know l edgeand ski l l s necessary 1)tom ake choi cesconcerni ng w hat,w hyand howtol earn,2)to i m pl em entthepl anand3) toeval uate the.outcom e ofl earni ng.”H ow eveLtheparaphrasi ngof defi ni ti on on l earnerautonom ydoes not end i n onew ay, andother defi ni ti ons Can be concl udedas fol l ow s:Concerni ngw i thl earni ngcontext, Di cki nson( 1987:11) defi nesl earnerautonom y as“ a si tuati on i n w hi ch the l earner i stotal l y responsi bl eforal lof thedeci si onsconcerned w i thhi sorherl earni ng and thei m pl em entati on ofthosedeci si ons.” Esch(1 996) evenadvocates that toprom otel earnerautonom yi s toprovi deenvi ronm ent andopportuni tyfor l earners.In that case,i ti s notonl ythe f reedomtol earn,but“ the opportuni tyto becom e aperson' ’ (Kenny, 1993).Concerni ngw i thl earners’ m ental i ty, Benson(1997) concl udes l earnerautonom y,w i thi n thebackgroundofgl obaleducati onalsystemforEngl i sh,as“ recogni ti onof theri ghtsof the‘ non—nati vespeaker’i nrel ati on to the‘ nati vespeaker’ w i thi nthegl obalorder ofEngl i sh.” Scharl e andSzabo( 2000) bel i eve that autonom ous l earners shoul dhave the freedom andcapaci tytom anagethei rl earni ng,as w el las theri ghttodeterm i ne thei rl earni ng.Tobe m orespeci fi c,bytheexpl anati onofYang Yanfang(2010:6),“ Learner autonom y dependsonl earners’ responsi bi l i ti es⋯ l earners m usttakeresponsi bi l i ti esfor thel earni ng outcom e⋯ onl yafter the l earners have the senseofresponsi bi l i tyCan thei r l earnerautonom ybe fostered.”Insum m ary, the concept of“ l earnerautonom y” devel ops‘‘through dynam i candcreati vel earni ng acti vi ti es” (nan Q i ngl i n,2000) ,andi tsi nterpretati on i nforei gnl anguage l earni nghavechangedi n di fferentw ay bydi fferent researchers.Inseeki ngtoconceptual i ze betteg l earner autonom y w i l lbe consi dered asabi l i ty, tcw i thw hi chl earners Canm anagethei r ow nforei gn l anguage l earni ng process consci ousl yandconstantl y“ (PangW ei guo,2002).7万方数据 AnEm pi ri calStudy on the Correl ati on betw een M oti vati on and LearnerAut onom yofH i gherVocati onalN on- Engl i sh M aj ors2.1.2M aj or Com ponent sof LearnerAut onom yIn fact,Zi m m erm an hassystem ati cal l y i l l ustrated the m aj or com ponentsofl earnerautonom yi n hi s soci alcogni ti ve m odel ( Zi m m erm an,1 990).Asthefi gure2.1show s,forei gn l anguage autonom ousl earni ng process,l i kethe generalone,al soi nvol vesthetri parti teCO —reacti onofi ndi vi dual ,behavi orandenvi ronm ent.Autonom ous l earners need toacti vel ysetobj ecti ve,sel ect s仃ategyandarrange ti m e,consci ousl ydi rect notonl ythei rl earni ngbehavi ors forsel f-m oni tori ng,sel f-eval uati ngandsel f-regul ati ng,but creati ngal earni ngcontext w hi ch Can beful l ym ade use of.Based on the externalfeedbacks f rom both l earni ngbehavi or and envi ronm ent,ori gi nali nadequate oN ecti ve,strategy, andschedul e can be corrected i n order tofurtheri m provethei r autonom ousl earni ng process.Fi gure2.1 Autonom ous Learni ngM odel f romZi m m erm an——-————————◆D i recti on⋯⋯⋯⋯⋯⋯“ ◆FeedbackO bj ecti ve setti ngi s an essenti al feature to autonom ous l earni ng.W i thi n forei gnl anguage l earni ngcontext i n Chi na,i t m eans:1) understandi ng teachers’ obj ecti ves;2)setti ngone’S ow nl earni ng obj ecti vesandpl ans( Xu J i nfen,2007).In general ,thel earner w i thautonom yi s m uchm ore i ncl i ned to set concreteobj ecti veandpl anfor theachi evabl e,andthe l earner w i th a rel ati vel y w eaknearfuture,chal l engi ng but8万方数据 青岛科技大学研究生学位论文m oti vati on sets suchobj ecti veandpl anw i l l i m provehi s or herautonom y duri ngthel earni ng process( Locke& Latham ,1994).Therefore,thei nstructi on ofsetti ngappropri ate l earni ng obj ecti veandpl anhas becom e onei m portanttasktoforei gnl anguage teachi ng.Strategysel ecti on i n autonom ousforei gn l anguage l earni ngm eans the aw arenessof howto usestrategi esto l earn aforei gn l anguagei n a sel f-di rectedw ay, i .e.,theaw areness by w hi ch a l earner cani ndependentl ychoosestrategi esthatare m ostappropri atefor aparti cul ar l angtl age l earni ng task( W i l l i am s& Burden,1997).Itrequi resthe l earner to know thespeci fi c condi ti ons for theappl i cati onof vari ousstrategi es,asw el las the dem ands for current m i ssi on.Ti m earrangem ent(W i l l i am s&Burden,1997).It refers to w hen to usestrategi esto enabl e l earner toi s al so aboutthe aw areness i nforei gn l anguage l earni ngbecom e sel f-di rected.The l earnerm ay consci ousl y arrangethel earni ng processandchoose the m ostappropri ateti m e i n order toeffecti vel y accom pl i sh l earni ngtasks i nti m e.After the enrol l m ent ofcol l ege,studentshave m orespareti m es for thei r l i ves oncam pus.Iti s for the l ack ofpressuresandm oti ves that the students cannotaaj ustthei rl earni ngschedul esaccordi ngto thei r dai l y l i ves.Thus,teachi ngstudents how toacti vel yandeffecti vel y arrangeti m e forEngl i sh l earni ngw i l lgradual l ybecom e a hoti ssue that needsteachers’ andstudents’ j oi ntefforts.Sel f- m oni tori ngand Sel f-eval uati onsequenti al l y operatew hen a l earnerchecki nghi s or her ow nperform ance.Sel f-m oni tori ng,i ndeed,operatesat anobj ecti vel eveli nw hi ch the l earner feel s l i kesteppi ngoutsi de thei rl earni ng process,‘ ‘ noti ci ngerrorsandobservi nghowam assagei srecei ved” (Rubi n,1987:22).Sel f-eval uati on provi desal earner’ Sopi ni onof val ue orqual i tyofforei gnl anguage l earni ngafterthi nki ngabouti tcareful l y.Accordi ngto M ac etal (1989),tw o aspectsshoul d benoti ced:1) It i s aboutcom pari ngthel earni ngresul t w i th theal readyestabl i shedl earni ng obj ecti ve,byw hi cha l earner Can knowi f theobj ecti vehas beencom pl eted,anddi scoveradvantagesanddi sadvantagesof hi s or her ow nl earni ng;2)It i s aboutpresenti ngthe attri buti ontofai l ure or success i nl earni ng process,w hi chw i l lprovi de experi encefor a l earner to9万方数据 AnEm pi ri cal StudyO i l the Correl ati on betw een M oti vati on and LearnerAut onom yofH i gherVocati onalN on- Engl i sh M aj orsei ther avoi dm aki ng m i stakes,or successful l y prom otethel earni ngthat fol l ow sup.H ow ever, Sel f- regul ati on,theartofgui danceforregul ati nga l earner’ S ow nperform ance,i sf ounded on theconsequenceofSel f-m oni tori ngandSel f-eval uati on,that i s,al earner m ay 1) besm i sfi ed orposi ti vew i th hi s or herl earni ng outcom es;2) becom prom i sedandadj usthi sorherl earni ngSO thatheorshe w i l lsucceedi nsubsequent l earni ng;3)bedefensi ve andnegati vel y copew i thsubsequent l earni ngi norder to avoi dfai l ure.Accordi ngtoSchunk( 1996),thebest w ayforsel f- m oni tori ngi sthe record f roma l earner hi m sel f or hersel f, thati s.a l earner shoul d often note dow nhi sor herl earni ng processi ndetai l s,w hi l ethe best w ayfor sel f-regul ati oni s thefeedback and correcti on based on the resul t ofsel f-recordi ng.The l astcom ponentto l earnerautonom yi nforei gn l anguage l earni nghas been thecreati nganduti l i zi ng l earni ng context.D uri ngthel earni ng process,al earnerm ayencounter SOm anydi ffi cul ti es that he or shei nevi tabl y requi res supports.Thi s vi ew , i nfact,suggestsw i thi n tw oaspects:1)thel earner canbesoci M l yi nteracted w i th teachersorpeersfor academ i cpurpose( N ew m an,1998) ;2) thel earner Can bei ndi vi dual l yposi ti vei ncreati ng l earni ngcontext andm asteri ng l earni ng m ateri al ( Zi m m erm an&Ri sem berg,1997).Therefore,teachi ngstudents howtocreate and uti l i zel earni ngcontextw i l lal so,tosom eextent,i m prove students’autonom yi nforei gn l anguagel earni ng.2.1.3Infl uenci ngFactors of LearnerAutonom yG eneral l yassum edthatautonom yi s m ostl i kel yto O CCur w hen al earner w ants tol earn,andknow s howto l earn.H ow ever,thi s i sdefi ni tel ynot thatsi m pl esi nce l earnerautonom yi s com pl exand m ul ti faceted.Zi m m erm an( 1989,1 990,2000) hol dsthatl earners cannot be autonom ous i nforei gn l anguage l earni ngunl essthey acti vel y geti nvol ved w i thm oti vati on( consi deri ngasto becom petent,sel f-effecti veandsel f-di sci pl i nedetc.as onei s) ,m etacogni ti on( obj ecti ve setti ng,strategy sel ecti on,ti m e arrangem ent,sel f-m oni tori ng,sel f-eval uati onandsel f-regul ati oni n di fferentphasesofl earni ng process),andbehavi or( creati onofl eam i ngenvi ronm ent to achi eve1...

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