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本文以157名非英语专业大学一年级学生为研究对象,旨在探讨“二语动机自我系统”与英语学习成绩之间的关系,并验证该理论的有效性。研究数据来自问卷调查和期末英语考试成绩。研究结果表明:“二语动机自我系统”在非英语专业大学一年级学生中普遍存在并影响学生的英语学习状况,其中“二语理想自我”的影响最大,“二语学习经历”影响次之,“二语应该自我”的影响最小;被研究对象中,男生和女生的“二语理想自我”以及男生和女生的“二语学习经历”之间存在显著性差异,而男生和女生的“二语应该自我”之间不存在显著性差异。(3)“二语理想自我”和“二语学习经历”与被研究对象英语成绩之间呈显著相关性,但“二语应该自我”与被研究对象英语成绩之间不存在显著相关性。本研究结论在一定程度上丰富了“二语动机自我系统”理论的实证性研究,有助于改善大学英语教与学。
In this paper, 157 first-year non-English major students as the research object, to explore “second language motivation system ” and the relationship between English learning performance, and verify the effectiveness of the theory. The research data come from the questionnaire and the final English test scores. The results show that “Second Language Motivation Self System ” is a common phenomenon in first-year non-English majors affecting students’ English learning, of which “Second Language Ideal Self ” has the greatest impact, “Second Language Learning Experience ”followed by the second,“ second language should be self ”the least affected by the research object, boys and girls“ second language ideal self ”and boys and girls “ second language learning experience ” There is a significant difference between boys and girls “second language should be self ” there is no significant difference between. (3) There is a significant correlation between “second language ideal self ” and “second language learning experience ” and the English score of the target subject, but between “second language self” and the English score of the target subject There is no significant correlation. To a certain extent, the conclusion of this study enriches the empirical study of “Second Language Motivation Self System” theory and helps to improve college English teaching and learning.