【作者基本信息】 陕西师范大学， 教育硕士（专业学位）， 2017， 硕士
【摘要】 随着中国外语教育的进步,少数民族地区的英语教育也得到了我国的高度重视,尤其是西藏。藏族学生的社会文化背景,思维方式,交往方式,性格,语言,学业基础等方面,与内地的学生有许多差异和特点,再加上西藏特殊的双语教育政策,英语是作为第三语言来学习的。英语作为令许多内地学生都头痛不已的科目更是西藏学生英语学习困难最大的科目之一。为了重视藏族学生的学习动机和兴趣在英语学习过程中的影响。笔者在本文中参考大量的有关动机和兴趣对英语学习的研究,通过对动机和兴趣从不同角度给出的定义,以及根据这些定义从而给出分类,然后引用了相关理论并给出影响动机和兴趣的因素。为了能更好的读懂本文内容,作者大量参考相关藏族学生英语学习的研究成果,最后谈到了藏族学生英语学习中的动机与兴趣,目的在于详实的理论作为根据来对藏族学生学习英语过程中的动机和兴趣作调查。本研究是基于藏族学生英语学习兴趣和动机的一次调查。这次调查在拉萨外语学校的120名学生和3位英语老师中开展, 采用问卷和采访调查的研究方法。调查结果反映了影响藏族学生英语学习的现状和动机和兴趣的因素。调查结果显示, 藏族学生的英语学习动机和兴趣的减退是一个渐进的过程, 有很多因素例如对英语学习的重要性认识不足,英语基础没有打好,学习英语的动机不正确,缺乏学习英语的兴趣,缺乏学习英语的环境和低效的教学方法造成藏族学生在英语学习上的不成功。因此,为了激发藏族学生英语学习的兴趣以及动机, 需要采取一些行动。譬如重视激发学生的融入型动机,引发学生的好奇心,树立学生的信息和热情, 帮助学生制定目标, 改变教学方法保持学生兴趣, 创造合作学习环境。
【Abstract】 With the development of foreign language education in China, English education has been accorded great importance in minority areas of China, especially in Tibet. Between Tibetan students and Inner China students, there are remarkable differences in social and culture background, the way of thinking, the way of keeping in touch with other people, character, language and basic knowledge and so on. In addition, there has a bilingual teaching policy, which leads English become the third language that Tibetan students must learn. As a result, English, as a very difficult subject for Inner China students, has become one of the most troublesome subjects for Tibetan students.In order to study the influence of Tibetan students’ English learning motivation and interest during the English learning process, the author has consulted lots of researching results, which are related to English learning motivation and interest. According to the definitions of motivation and interest, which are given by experts, the author gives a brief classification on motivation and interest. For better understand, the author also check out the extensive relevant reference about Tibetans students’English learning. Then the author lists some related theories on English learning motivation and interest. Based on these detailed theories, an investigation on Tibetan students’ English learning motivation and interest and the affecting factors has been carried out.This investigation has been carried in Lhasa Foreign Language School by using questionnaire and interviewing and about 120 students and 3 English teachers, studying or working in there, were involved in. The investigation shows that Tibetan students’ English learning motivation and interest have decreased gradually, which is affected by many factors, such as students’ insufficient recognition of the importance of English, students’ poor English knowledge, students’ unseemliness motivation, students’ lacking of English learning interest, lacking of English learning environment as well as ineffective English teaching methods.At the end of this paper, aiming to stimulate Tibetan students’ interest in English and motivation to learn English, the author tries to put forward some suggestions, such as paying more attention to the students’ integrative motivation, building up the students’ confidence and enthusiasm, helping students set goals, establishing an equal relation with the student, changing teaching methods to hold student interest, and creating a cooperative learning environment.
- 【网络出版投稿人】 陕西师范大学