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通过定量分析,考察了汉语中学生英语阅读动机与阅读教学、阅读量之间的关系及其年级差异。1142名中学生回答了一份测量以上三个变量的问卷。统计分析结果表明:被试的内部动机与其阅读量相关度最高;他们对阅读教学的感觉与其阅读动机显著相关,但与其阅读量间接相关。此外,所有类型的阅读动机、学生对阅读教学的感觉及阅读量的年级差异都达到了显著程度;初中生的自我效能、内部动机、外部动机和社会性动机都比高中生强,其中以自我效能为最;初中生认为,英语阅读教学更多地是以掌握为目标而非以成绩为目标。初中生比高中生阅读频率更高。
Through quantitative analysis, this paper examines the relationship between Chinese EFL reading motivation and reading comprehension, the amount of reading, and the differences in their grades. 1142 middle school students answered a questionnaire measuring the above three variables. The results of statistical analysis show that the internal motivation of the subjects has the highest correlation with their readings; their feelings about reading teaching are significantly related to their reading motivation, but indirectly related to their readings. In addition, all kinds of reading motivation, the students’ reading comprehension and the grade differences of reading are all significant. The self-efficacy, internal motivation, external motivation and social motivation of junior high school students are stronger than those of senior high school students, Efficiency is the most; junior high school students think that English reading teaching is more to grasp the goal rather than to score as the goal. Junior high school students read more frequently than high school students.