非英语专业对口升学新生英语学习动机现状调查研究

A Survey Study on English Learning Motivation among Non-English-Majored Articulation Freshmen

摘要: 本研究采用问卷调查法，于学期末对77名非英语专业对口升学新生(以下简称“对口新生”)的英语学习动机现状进行调查和分析。研究结果表明，该群体的英语学习动机整体处于中等偏上水平。就各维度而言，对口新生普遍认同英语学习的重要性，并在一定程度上具备完成英语学习任务的自我效能认知，课堂参与动机总体较为稳定，但在学习过程中对技术辅助学习工具的使用及其依赖程度方面，学生之间存在较为明显的个体差异。研究结果提示，在大学英语教学中，教师应关注学生学习动机的个性化特征，合理引导学生使用技术辅助工具，最大程度激发学生学习动机，促进学生学业发展和未来就业。本研究不仅丰富了英语学习动机在不同类型学生群体的实证研究，也为后续针对该群体开展更具针对性的教学干预等研究奠定了基础。

Abstract: This study adopts a questionnaire-based survey to investigate the current status of English learning motivation among 77 non-English-major vocational articulation freshmen (hereafter referred to as “articulation freshmen”) at the end of the semester. The results indicate that the overall level of English learning motivation among this group is at a moderately high level. With regard to specific dimensions, most articulation freshmen generally recognize the importance of English learning and demonstrate a certain level of self-efficacy in completing English learning tasks. Their classroom participation motivation remains relatively stable. However, notable individual differences are observed in students’ use of and dependence on technology-assisted learning tools during the learning process. The findings suggest that, in college English teaching, instructors should pay attention to individual differences in students’ learning motivation and provide appropriate guidance on the use of technology-assisted learning tools, so as to maximize students’ learning motivation and promote their academic development and future employability. This study not only enriches empirical research on English learning motivation among different types of student groups, but also lays a foundation for future studies on more targeted instructional interventions for this group.