藏族维吾尔族本科生英语学习动机个案研究——以大连民族大学为例

本文研究结合中外心理语言学和二语习得的不同研究成果,完善动机模型,细化动机类型,并且在不同的动机类型中扩展动机因素,考察除传统的社会心理因素外的认知因素对不同动机类型的支持力以及对英语学习效果的解释力。通过细化研究对象,以对比研究和个案研究的研究范式,探讨藏族和维吾尔族学生的英语学习动机类型,并进一步探讨其影响因素。针对藏族、维吾尔族学生的特殊学习动机因素进行问卷设计、调查与测量统计,重点考察藏族和维吾尔族学生的不同学习背景;发现无论英语水平如何,藏族学生动机多为情景型取向,维吾尔族学生多为诱发型取向。特别是零基础藏族学生还表现为兴趣型取向,零基础维吾尔族学生表现为自信型取向;内地班维吾尔族学生有工具型和成就型取向,藏族学生无特殊动机取向。为以后的动机激励策略及英语提高情况的考察做先导性研究。

A Case Study of Tibetan and Uygur Students’ English Learning Motivation

Because of the special geographical position, historical factors, economic development level, national policies, special language backgrounds and so forth, Tibetan and Uygur students have their unique learning experiences and many specialties. They might have their own English learning motivation being significantly different from the Han and other nationality students in developed areas. Based on the data collected from the redesigned questionnaires, the present study shows that Tibetan students’ motivation is generally situation-specific whereas Uygur students’ is induced learning motivation. Considering their different English levels, the lower track of Tibetan students shows interest-oriented motivation whereas the higher track of Tibetan students shows no obvious motivation. The lower track of Uygur students shows confidence-oriented motivation and the higher track of Uygur students shows instrumental and achievement-oriented motivation.