外语学习动机与英语专业学生英语成绩的关系初探

A study on the relationship between English majors' L2 motivation and their English achievement

本文用定量研究的方法，对英语专业学生的外语学习动机进行了问卷调查。在对动机与外语学习动机进行定义的基础上，建立了外语学习动机的概念模型。外语学习动机变量划分为学习内驱力、自我效能感、归因和动机强度。本文旨在调查以下几个方面：a）外语学习动机与英语专业四级考试成绩之间的相关关系；b）运用单因素方差分析（One-Way ANOVA）检验成绩高、中、低分组在外语学习动机方面的差异；c）运用多元回归分析（Linear Regression）检验不同动机变量对英语成绩的预测能力。结果表明，外语学习动机与英语成绩有显著相关性；自我效能感和归因在部分成绩分组中的差异明显；归因和自我效能感对英语成绩有一定的预测能力。

This paper focused on exploring the L2 motivation of English majors through a questionnaire. On the basis of the definitions of motivation and L2 motivation， the conceptual model of L2 motivation was completed. L2 motivation consisted of four variables: learning drive， self-efficacy， attribution and motivational intensity. This study aimed to investigate the following aspects: a) the correlation between learners' L2 motivation and English achievement; b) the differences in motivation variables among high-， mid- and lowachievers; c) the motivation variables' predicting power for English achievement. The study produced three main results. First， significant correlation was found between the L2 motivation and English achievement. Second， there were significant differences among some achievers in attribution and self-efficacy. Last， attribution and self-efficacy as predictors had significant effects on learners' English achievement.