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本研究以沈阳、北京、南京及盐城市15所中学的1 542名初中二年级学生及其家长为研究对象,通过问卷调查的方法,探讨了家长投资和学生英语学习动机之间的关系及其社会阶层差异。研究发现:1)家长投资观念、行为和学生英语学习动机之间存在线性的影响关系;2)三者关系的模型中存在显著阶层差异,即下层的家长投资观念对投资行为的影响要显著高于上层家长;上层家长的投资行为对学习动机的影响要高于下层家长。本研究认为在社会阶层视角下,学习动机是一种惯习;在编写教材、课堂教学过程中需要考虑社会阶层的因素;家长要注意资本的合理配置和使用,提高对英语学习的认识,以便共同促进学生多元学习动机的形成和发展。
In this study, 1,542 second-year middle school students and their parents in 15 middle schools in Shenyang, Beijing, Nanjing and Yancheng were selected as research subjects. The relationship between parental investment and students’ motivation in English learning was discussed through questionnaire Social class differences. The findings are as follows: 1) there is a linear relationship between parental investment concept, behavior and students’ motivation in English learning; 2) there are significant class differences in the model of relationship between parents, that is, the influence of parental investment concept on investment behavior is significantly high At the upper level parents, the investment behavior of the upper level parents had more influence on the motivation of learning than the lower level parents. This study argues that learning motivation is a kind of habitus in the perspective of social class. In the process of composing teaching materials and class teaching, social stratification factors need to be considered. Parents should pay attention to the rational allocation and use of capital to improve their understanding of English learning so that Jointly promote the formation and development of students’ multiple learning motivation.