高中生英语写作中的定向动机流发展探究

An Investigation into the Development of Directed Motivational Currents in Senior High School Students’ English Writing

摘要: 近年来，定向动机流在教育中发挥的作用逐渐受到研究者的关注。然而，关于定向动机流对高中生英语写作影响的研究尚未开展。目前的英语写作教学还局限于应试教育，教师主导，未考虑学生的写作动机和真实需求。深入研究高中英语写作过程中定向动机流的变化能给写作教学带来许多新的启发。定向动机流从复杂动态系统视角研究学习者的动机变化过程，其作为一个相对较新的第二语言动机结构，愿景在其中发挥了重要作用，它为研究学生英语写作持续、强烈的动机提供了一个动态新视角。本文以定量研究的方式，对某高中高二部分学生进行问卷调查，探究在英语写作过程中影响学生定向动机流发展的因素。研究发现，学生、教师和环境因素会影响定向动机流的发展，这一发现对创设英语写作目标、增强学生的写作体验具有启示意义。

Abstract: In recent years, the role played by Directed Motivational Currents (DMCs) in education has garnered increasing attention from researchers. However, empirical investigations into the impact of DMCs on English writing among senior high school students remain underexplored. Current instruction in English writing continues to be constrained by exam-oriented educational practices and a teacher-dominated approach, failing to adequately address students’ motivational dynamics and writing needs. A deeper investigation into the fluctuations of DMCs during senior high school students’ English writing process can yield significant implications. As a relatively novel construct in second language motivation research, DMCs examine learners’ motivational dynamics from a complex dynamic systems perspective, wherein vision plays an important role. This framework offers a dynamic new perspective which to understand the sustained and intense motivation evident in students’ English writing development. This study employed a quantitative research approach to conduct a questionnaire survey among a sample of high school sophomores, investigating factors influencing the development of DMCs during English writing. The findings reveal that student, teacher, and environment-related factors collectively impact the development of DMCs. These results offer valuable insights for establishing English writing goals and enhancing students’ writing experiences.