大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類(lèi)型與自我認(rèn)同變化關(guān)系的研究.pdf

1、A Study of Correlation between EnglishLearning Motivation Types and Self-identityChanges of UndergraduatesA Thesis Submitted to Chongqing Universityin Partial Fulfillment of the Requirement for theMaster’s Degree of Educ

2、ationByWU JianSupervised by PENG JingSpecialty: Curriculum and InstructionSchool of Foreign Languages and Cultures,Chongqing University, Chongqing, ChinaApril, 2017重慶大學(xué)碩士學(xué)位論文 英文摘要IIABSTRACTNowadays, an increasing number

3、of international cooperative education programsare brought to public attention. During its rapid development, however, a series ofproblems related also arouse people’s concerns. For example, is there any differencebetwee

4、n students who were in international cooperative education programs and thosenot in terms of their language learning performance? Maybe the answer can be acquiredfrom the correlation between language learning motivations

5、 and self-identity changes ofthe students. On the one hand, language learning motivation is one of the mostinfluential factors for language learning achievement. On the other hand, as thenon-linguistic outcome of languag

6、e learning, self-identity changes can reflect students’attitudes towards language learning.Based on previous researches, this study adopts English Learning Motivation Scalefor Undergraduates and Self-identity Changes Sca

7、le designed by Gao Yihong (2013).209 students from Chongqing University-University of Cincinnati Joint Co-op Instituteand Mechanical Engineering College of Chongqing University are participants, 8 ofwho are randomly sele

8、cted and interviewed to investigate the correlation betweenEnglish learning motivation types and self-identity changes. The results are as follows,1) The students who are not in the international cooperative education pr

9、ogram learnEnglish mainly out of instrumental motivation, while those who are in the programlearn English because of instrumental and cultural motivation. 2) During the Englishlearning process, the self-identity of the s

10、tudents who are not in the internationalcooperative education program almost not change, while the students who are in theprogram show much more confidence and gain a deeper understanding of targetlanguage and mother lan

11、guage as well as their culture. 3) For the students who are notin the international cooperative education program, there is a close correlation betweentheir instrumental motivation and a low self-identity changes rate. F

12、or the students whoare in the program, their instrumental and cultural motivation contribute to a deeperlove for English language and culture. Meanwhile the positive cultural changes ofself-identity result in the reinfor

13、cement of students’ cultural motivation.According to the research results, more international cooperative programs areencouraged to promote our university English teaching. Besides, teachers shouldintentionally cultivate