在当代外语教学理论探讨中,一个重要的发展趋势就是从探讨如何教到探讨如何学。其中,对外语学习主体的探讨,即学习者是如何学习外语的探讨,主要包括学习过程和学习者个人异同的探讨。在对外语学习者个人异同的探讨中,人们越来越意识到学习者的情感因素,包括动机与态度等对外语学习的效率乃至成败起重要影响。由此可见,外语学习动机的调查与探讨是十分重要和必要的。 国外对于语言学习动机的调查与探讨很多,而且已形成较为完善的体系。国内动机的探讨相对滞后,大量有关动机的探讨集中在对俄语系大学生及大学俄语的探讨上。关于俄语系大学生的动机探讨比较少见,更缺乏对俄语学习动机的实证性的探讨,特别是对西北地区俄语系学生的学习动机的探讨几乎为零。 鉴于这种情况,本探讨对俄语系大学生的俄语学习动机进行了调查与探讨,略论与思考,拟找出通过提高学生的俄语学习动机水平来提高学生学习成绩的措施,为改善俄语教学提供一个新的思路。 本探讨于2004年9月对甘肃省俄语系本科生进行了俄语学习动机调查,并就调查数据作了统计略论。通过略论,对甘肃省俄语系学生俄语学习动机的整体状况进行了描述,对不同学校、不同年级、不同性别的学生之间的俄语学习动机的异同进行了比较和解释,并就每一个作用动机行为的具体动机因素对学生俄语学习成绩的作用程度作了略论,然后依据调查略论结果,找出了对俄语学习成绩作用较大的动机因素,于2004年11月至2017年1月对部分学生进行了俄语学习动机的针对性培养。实验结果证明,对俄语学习动机的针对性培养有助于学生俄语学习成绩的提高。
In the modern theoretical studies of foreign language teaching, one important tendency focuses on the process from how to teach to how to learn. And the study on the individuals in foreign language learning (i.e. the way learners learn a specific language) mainly includes the studies of the learning process and individual differences. Of the studies on individual differences in foreign language learning, scholars have come to realize the important role affective factors play in the learning, among which factors as motive and attitude are of vital importance to learning efficiency and effects. Consequently, it is necessary and important to have relevant investigations about motives in foreign language learning.A number of these studies have concerned themselves with the studies on motives in language learning and have established a comparatively integral system. However, relevant studies in China are far from being fruitful, most of which are centered on the studies on motives of college English majors and non-English majors. There have been few studies of this kind targeting at college Russian majors, even fewer pertinent empirical studies in this field. And to my knowledge, there is no study focusing on the motives of college Russian majors in the North-West region of China.The objective of the present study is, therefore, to focus on motives in Russian language learning of college Russian majors, based on which a tentative approach may be obtained by enhancing students’ motives in Russian learning to ultimately improve their academic achievements so as to provide pedagogical implications to Russian teaching.The investigation on the motives of Russian learning was conducted among college Russian majors of Gansu Province in September, 2004. The data obtained were subsequently analyzed scientifically. Based on the statistical analysis, a holistic description was presented about the motives of the subjects; the differences in motives were compared and explained respectively as to the subjects of different schools, different grades as well as the gender differences. Furthermore, the degree to which the concrete motive factor influenced the students’ academic achievements was analyzed. Based on the results of statistical analysis, the dominant motive factor toward subjects’ Russian academic achievements was located. And some studentswere singled out for the pertinent training on motives of Russian language learning from November, 2004 to January, 2017. The results revealed that the training is of great benefit to the improvement of students’ academic achievements.The thesis is divided into five parts:The first part focuses on the need and significance of the present study and presents the reason as to the selection of the topic.The second part is the literature review. A general review was given regarding the related studies on learning motives and foreign language learning motives home and abroad. It points out that the study by Qin Xiaoqing (2002) provided a comprehensive method towards a better understanding of foreign learning motives and the study by Dornyei (1998) prescribes teaching strategies to elevate students’ foreign learning motives. Most of the previous studies were centered on English learners; consequently, the literature review gives prominence to the originality of the present study.The third part is the theoretical basis. It presents the clarification of some related terms, the results by Qin Xiaoqing (2002) and the theory of foreign language learning motive as well as the teaching strategies towards cultivation of foreign language learning motives by Dornyei (1994,1998).The fourth part is the empirical study, consisting of two sections. The first section puts emphasis on the investigation of motive and statistical analysis. It describes the procedures of the investigation and results of the analysis. The second section is about the experiment and statistical analysis of the pertinent training on motives of ，俄语论文题目，俄语论文题目 |
