英語(yǔ)專業(yè)學(xué)生在英語(yǔ)文學(xué)課中的學(xué)習(xí)動(dòng)機(jī)研究

英語(yǔ)論文編號(hào):YY345  論文字?jǐn)?shù):9698.頁(yè)數(shù):26

Contents

Chapter 1 Introduction 1
 Chapter 2 Literature Review  3
 2.1   Learner motivation theories  3
 2.2   Related studies on teaching of literature  3
 2.3   Research questions for this interview study  5
Chapter 3 Research Methodology 6
3.1 Interview 6
3.1.1 Participants 6
3.1.2 Interview questions design 6
3.1.3 Procedures of interviews 7
3.2  Data Processing 7
Chapter 4 Results and Discussion 8
4.1  Results: Student-reported problem descriptions 8
4.1.1 Textbook materials 8
4.1.2  Teaching methodology  9
4.1.3  Literature tests  9
4.2  Discussion: Cause analysis 10
4.2.1 Lack of cultural and personal relevance 10
4.2.2 Lack of chance for interaction and creativity 12
4.2.3 Lack of a sense of achievement 12
Chapter 5 Implications and Suggestions 14
5.1 Improving teaching methods 14
5.2 Respecting and encouraging students’ ideas 16
5.3 Preparing students for literature courses 17
Chapter 6 Conclusion 19
References 20
Appendix: Excerpts of the interview transcripts 22

摘要

 如今大學(xué)里的外國(guó)文學(xué)課程普遍無(wú)法調(diào)動(dòng)學(xué)生學(xué)習(xí)文學(xué)的積極性。本文旨在調(diào)查一組英語(yǔ)專業(yè)本科生學(xué)習(xí)文學(xué)的動(dòng)機(jī)，找出影響他們動(dòng)機(jī)的問(wèn)題。本人對(duì)高校四年級(jí)英語(yǔ)教育專業(yè)的學(xué)生進(jìn)行了一個(gè)開(kāi)放式問(wèn)題的采訪，從學(xué)生的回答中總結(jié)出了目前文學(xué)課教學(xué)中影響學(xué)生學(xué)習(xí)動(dòng)機(jī)的問(wèn)題，包括課本選材、教學(xué)方法和評(píng)價(jià)方法的問(wèn)題。并在此基礎(chǔ)上，通過(guò)分析發(fā)現(xiàn)產(chǎn)生這些問(wèn)題的原因，比如選材脫離學(xué)生的實(shí)際情況、師生間缺乏課堂交流、無(wú)視學(xué)生創(chuàng)造性，以及課程考試不能全面反映學(xué)生情況、滿足學(xué)生成就感。論文最后，根據(jù)當(dāng)前相關(guān)的動(dòng)機(jī)理論和問(wèn)題原因的分析，作者提出了一些嘗試性的建議，希望對(duì)解決這些問(wèn)題和對(duì)從事英語(yǔ)專業(yè)英語(yǔ)文學(xué)教學(xué)工作的教師有所幫助。

關(guān)鍵詞：文學(xué)課程學(xué)習(xí)、英語(yǔ)專業(yè)學(xué)生、動(dòng)機(jī)

Abstract

 It has been commonly recognized that most literature courses in EFL classes at the university level fail to motivate students. This paper aims to look into problems that affect students’ motivation. The author conducts open-ended interviews on a group of senior English majors with literature course learning experience. The purpose is to find out students’ perception of some demotivational aspects which affect students in learning literature. The data show problems, concerning textbook materials, teaching methodology, and assessment. Based on the data, the author carries out an analysis to find out major causes behind the problems. The results show causes, including lack of cultural and personal relevance, lack of opportunity for interaction and creativity, and lack of a sense of achievement. Finally, based on current motivation theories and a full analysis of problems in literature courses, the author suggests some possible solutions to the problems for the reference of any literature course teacher working in a university setting.

Key words: literature course learning, English majors, motivation