大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)衰退的影響因素研究

1、分 類 號(hào)： H0 密級(jí)： 無(wú)學(xué)校代碼： 10414 學(xué)號(hào)：2013010471碩士研究生學(xué)位論文An Investigation into the DemotivationFactors of Chinese EFL CollegeStudents大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)衰退的影響因素研究 大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)衰退的影響因素研究院所：外國(guó)語(yǔ)學(xué)院 導(dǎo)師姓名：黃慧學(xué)位類別：學(xué)術(shù)型碩士 專業(yè)領(lǐng)域：二語(yǔ)習(xí)得二 0 一六年六月IAbstractSinc

2、e motivation is one of the central elements in SLA field, a higherdemotivation is helpful for English learning.With the reduction of interest and thelack of confidence on learners in learning English detected, demotivati

3、on has beendrawn the attention of scholars in recent years in international and domestic scope.Originally, Dörnyei (2005) regarded demotivation as “specific external forces thatreduce or diminish the motivational ba

4、sis of behavioral intention or an ongoingaction”. With the depth of researches, it is a common consensus that demotivation isdefined as the “specific internal and external forces that reduce or diminish themotivational b

5、asis of a behavioral intention or an ongoing action” (Dornyei, 2005). Inthis paper, internal and external factors are both taken into consideration. Previousstudies mainly attempted to concentrate on the present situatio

6、n of the secondlanguage demotivation, demotivation factors and the differences of demotivationintensity between each variable. Whereas few studies has conducted the investigationfrom individual differences, that is to sa

7、y, the question needed to be examined.Based on different proficiency learners, this paper aims to explore the differencesof demotivation intensity and factors between different proficiency learners and thecorrelation bet

8、ween internal and external factors, in which 133 college students arepartcipated in the research. All the participants are non-English majors of sophomoresin Jiangxi Normal University. The participants firstly are requir

9、ed to fill in thequestionnaire are divided into different English proficiency levels according to thescores of their College English Test Band Four. One is high proficiency group. Theother is low proficiency group. The s

10、tudents whose scores are over 500 are chosen asthe high proficiency group.The others who have not passed the exam are selected asthe low proficiency group. Meanwhile, in order to further verify the currency of theresults

11、, 15 demotivated learners will be interviewed. We used the SPSS to analyze thedata collected in the questionnaire.The results of study show that demotivation is a common phenomenon in EFLclassroom. What’s more, there are

12、 significant differences in demotivation intensitybetween high-proficiency students and low-proficiency students. Learners withdifferent proficiency share different degrees of demotivation intensity. Low-proficiency lang

13、uage learners have stronger demotivation degree than high-proficiency language learners. Besides, Significant difference were found indemotivation factors with language-proficiency learners, there is a obvious correlatio