二语动机自我系统下初中生英语学习动机减退研究

A Study on Junior High School Students’ English Learning Demotivation from the Perspective of L2 Motivational Self System

摘要: 在动机研究领域，尽管对动机的研究已颇为丰富，但对动机减退的研究仍然处于初级阶段，学生动机减退的原因往往被简单归类于缺乏兴趣，能力不足等表层原因，Dörnyei提出的二语动机自我系统更关注学习者的个体内部心理，为动机减退研究开辟了一个崭新视角。本研究采用定性和定量相结合的方法，对186名初中生进行问卷调查，并对部分学生进行访谈，探究了影响初中生英语学习动机减退的主要因素，并对初中生二语动机自我系统与动机减退之间的关系进行研究。根据研究结果可知：影响初中生动机减退的主要因素有：教师能力；课程安排；学习自信心；语言学习态度。其中，学习自信心与应该二语自我呈现负相关，外界对学生的相关期望越严苛，学生的学习自信心往往越容易受挫；而积极、主动的语言学习态度，能够减缓动机减退问题；另外，二语学习经历与教师能力和课程安排之间的关系也不容忽视，愉快的二语学习经历可以有力地遏制动机减退现象的产生。

Abstract: In the field of motivation research, despite the abundant studies on motivation, research on motivation decline is still in its infancy. The reasons for students’ declining motivation are often simply attributed to superficial reasons such as lack of interest and insufficient ability. The self-system of second language motivation proposed by Dörnyei pays more attention to learners’ internal individual psychology, opening up a new perspective for the study of motivation decline. This study adopts a qualitative and quantitative approach, conducting a questionnaire survey among 186 junior high school students and interviews with some of them, to explore the main factors affecting the decline in junior high school students’ motivation for English learning, and to investigate the relationship between the self-system of second language motivation and motivation decline among junior high school students. According to the research results, the main factors affecting junior high school students’ motivation decline include: teacher ability; curriculum arrangement; learning self-confidence; and language learning attitude. Among them, learning self-confidence is negatively correlated with perceived second language self-presentation. The stricter external expectations placed on students tend to easily undermine their learning self-confidence; whereas a positive and proactive attitude towards language learning can alleviate the problem of motivation decline. Additionally, the relationship among second language learning experience, teacher ability, and curriculum arrangement cannot be ignored. A pleasant second language learning experience can effectively curb the occurrence of motivation decline.