英语学习自我差距对动机强度影响的实证研究

The effect of English learning self-discrepancy on motivation intensity: An empirical study

本文以“英语学习自我动机调查问卷”为工具，对1116 名大学生和中学生进行了问卷调查，旨在回答何种类型、何种程度的英语学习自我差距对动机强度有影响。相关分析显示，负责任的学生、文化使者两类自我差距对大学生动机强度的作用更大；负责任的学生、工作能力强人、自信的人三类自我差距对高中生动机强度的作用更大。双因素方差分析显示，学生类别和自我差距分组对动机强度的主效应普遍显著，但两者的交互作用多不显著；大学生的动机强度得分普遍高于高中生；低差距组的动机强度得分普遍高于中差距组或高差距组。

Using quantitative methods, this study examined the effect of English learning self-discrepancy on English learning motivation intensity. A questionnaire survey was administered to over one thousand students, including college students and senior high school students to discover what types of English learning self-discrepancies influenced motivation intensity, and to what extent. Major findings included that motivation intensity was greatly affected by the self-discrepancy of (possible-present) responsible students and by that of (possiblepresent) intercultural communicators. Also, three types of self-discrepancies had more effect on the motivation intensity of senior high school students: namely, responsible students, proficient labours and self-confident people. Besides, two-way ANOVA results indicated that student type (college vs. high school students) and self-discrepancy groups (low, medium and high) had no significant interaction effect on students' motivation intensity, but each had significant main effect on the intensity: college students' mean of motivation intensity was significantly higher than that of senior high school students, and low self-discrepancy group's mean of motivation intensity was significantly higher than that of medium or high self-discrepancy groups. Such results indicated the importance of English learning self-discrepancies to motivation and provided some useful implications to language teachers.