作 者：赵冬茜[1] 谢燕[2] 机构地区：[1]北京外国语学院北京日本学探讨中心,北京100089 [2]河北工业学院外国语大学,天津300401 出 处：《天津外国语学院学报》2017年第3期53-58,共6页Journal Of Tianjin Foreign Studies University 基 金：基金项目：天津市哲学社会科学探讨规划资助项目“中国日语学习者学习方略实证探讨一以合作学习模式为中心”（TJWY12-033） 摘 要：对学院本科二年级的日语学习者发放了学习动机和学习焦虑的问卷调查，针对回收上来的问卷利用SPSS18．0版统计学软件进行了无动机、外在动机和内在动机与输出焦虑、准备焦虑、人际焦虑、输入焦虑和投入焦虑进行了描述性统计和相关略论。结果表明，无动机与输出焦虑、准备焦虑和人际焦虑都呈现中度正相关，而外在动机和内在动机与焦虑均没有相关联系。在此基础上研讨了在日语课堂上实施合作学习的必要性，日语论文，期待可以藉此来降低学习者的焦虑并提高动机，日语论文题目，产生更好的学习效果。This research analyzes Japanese learner＇s motivation and learning anxiety by SPSS18.0 based on the data of two questionnaires. Learning motivation includes amotivation, extrinsic motivation, and intrinsic motivation. Learning anxiety includes output anxiety, preparing anxiety, relationship anxiety, input anxiety and engrossing anxiety. The data indicates that amotivation has medium correlation with output anxiety, preparing anxiety, and relationship anxiety. But both extrinsic and intrinsic motivation have no correlation with any anxiety. Meanwhile, the paper approaches the need to use cooperative learning in Japanese class in order to reduce learning anxiety and gain better effect. 关 键 词：学习动机 分 类 号：H319.3[语言文字—英语] |
