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許淵沖譯唐詩三百首:漢文·英語
二語動機自我系統視角下的中國英語學習者學習動機研究 版權信息
- ISBN：9787308113090
- 條形碼：9787308113090 ; 978-7-308-11309-0
- 裝幀：暫無
- 冊數：暫無
- 重量：暫無
- 所屬分類：>
二語動機自我系統視角下的中國英語學習者學習動機研究 本書特色
首先在對目前*新的二語動機理論——“二語動機自我系統”理論在中國學習者中的效度進行了探討，然后在中國英語學習者中做了實證調查和實驗研究。實證調查研究發現，在二語動機自我系統要素對二語學習動機貢獻強度與學習者的二語水平密切相關。本研究結果對“二語動機自我系統”理論有局部拓展，并具有一定教學啟示。實驗研究發現基于提升“二語自我”為核心的教學干預對二語學習動機及二語成績有顯著影響。
二語動機自我系統視角下的中國英語學習者學習動機研究 內容簡介
首先在對目前*新的二語動機理論——“二語動機自我系統”理論在中國學習者中的效度進行了探討，然后在中國英語學習者中做了實證調查和實驗研究。實證調查研究發現，在二語動機自我系統要素對二語學習動機貢獻強度與學習者的二語水平密切相關。本研究結果對“二語動機自我系統”理論有局部拓展，并具有一定教學啟示。實驗研究發現基于提升“二語自我”為核心的教學干預對二語學習動機及二語成績有顯著影響。
二語動機自我系統視角下的中國英語學習者學習動機研究 目錄
chapter 1 introduction
1.1 the complex nature of l2 motivation
1.2 theoretical framework for the present research: a new proposalabout
l2 motivation--l2mss
1.3 the necessity of studying l2 motivation of learners of englishin china
from the perspective of l2mss
1.4 objectives of the present study
1.5 outline of the book
chapter 2 literature review of l2 motivational study
2.1 the social psychological period (1959--1990)
2.2 the cognitive-situated period (during the 1990s)
2.3 the process-oriented period (2000--2004)
2.4 dornyei's l2mss model and the new l2 motivation study period(2005-- )
2.4.1 background in which l2mss was proposed
2.4.2 theoretical foundations of l2mss
2.4.3 the main contents of l2mss
2.4.4 theoretical validation of l2mss
2.4.5 empirical validation of l2mss
2.5 il2s/ol2s versus other similar concepts
2.5.1 il2s/ol2s versus the traditional self concept
2.5.2 il2s/ol2s versus goals
2.5.3 il2s/ol2s versus empty dreams or fantasies
2.6 a brief review of l2 motivation research in china
2.7 summary
chapter 3 research methods of the survey study
3.1 research purposes
3.2 research questions
3.3 hypotheses
3.4 theoretical model
3.5 research design
3.6 development of research instruments
3.6.1 procedure of developing the questionnaires
3.6.2 results of the pilot studies
3.6.3 final versions of the instruments
3.7 participants
3.8 data collection
3.9 data analysis techniques and procedure
3.10 instrument item quality test
3.11 reliability of the instruments
3.11.1 checking internal consistency by referring to cronbach'salpha
3.11.2 checking internal consistency by referring to theitem-total correlation.
3.12 validity of the instruments
3.13 summary
chapter 4 results and discussions of the survey study
4.1 results of the descriptive statistics and the normaldistribution test
4.1.1 descriptive statistics
4.1.2 normal distribution test
4.2 integrativeness, il2s and their relationships with l2m.
4.3 distinction between ipro and ipre
4.4 best predictors ofl2mamong l2mss components
4.5 the empirical validation of l2mss among learners of english inchina
4.6 the pattern shown through the parameters of the tripartitecomponents of
l2mss across various groups of students at different l2proficiency levels
4.7 rechecking the conclusion of section 4.6 based on the datafrom high-, mid-,
and low-level l2 proficiency sub-groups
4.8 summary and pedagogical implications
chapter 5 impact of the l2 self-based interventional treatment onl2
motivation and l2 achievements: a quasi-experimental study
5.1 the necessity of self-based l2 motivation intervention
5.2 literature review of self-based motivation intervention
5.2.1 domyei's application of ideal/ought-to self in l2 motivationstudy
5.2.2 hock et al.'s possible selves program
5.3 research questions
5.4 research design
5.5 participants
5.6 experimental treatment
5.7 data collection instruments
5.7.1 college entrance english examinations
5.7.2 l2 motivational self questionnaire
5.7.3 final english scores at the end of the semester
5.7.4 delayed l2 proficiency posttest
5.7.5 class observation
5.7.6 interview
5.8 data collection procedure
5.9 data analysis techniques and procedure
5.10 reliability and construct validity of the l2msq (pretest& posttest)
5.10.1 reliability of the l2msq
5.10.2 construct validity of the l2msq
5.10.3 correlational relationships between l2mand classroomobservation
5.11 results of the quasi-experiment and discussions
5.11.1 results and discussions of the data analysis (i): pretestof l2
proficiency pretest and the l2msq variables; normaldistribution
check & the descriptive statistics of the l2msq
5.11.2 results and discussions of the data analysis (ii): answerto research question one
5.11.3 results and discussions of the data analysis (iii): answerto research question two
5.11.4 results and discussions of the data analysis (iv): answerto research question three and question four
5.11.5 results and discussions of the data analysis (v): answer toresearch question five
5.12 summary
chapter 6 conclusion
6.1 summary of the present research
6.2 major findings
6.3 contributions
6.4 limitations
6.5 suggestions for future research
bibliography
appendices
appendix 3.1 english learner questionnaire for undergraduates andpostgraduates (elqup)
appendix 3.2 英語學習者（大學）問卷調查
appendix 3.3 english learner questionnaire for primary and middleschool students (elqpm)
appendix 3.4 英語學習者（中小學）問卷調查
appendix 5.1 road map for my ideal l2 self
appendix 5.2 l2 motivational self questionnaire (l2msq)
appendix 5.3 英語學習問卷調查
appendix 5.4 classroom observation rating scale
appendix 5.5 semi-structured interview questions
indexes
subject index
author index
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