Teacher motivation strategies, student perceptions, student motivation, and English achievement
Teacher motivation strategies, student perceptions, student motivation, and English achievement
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DOI：
10.1111/j.1540-4781.2008.00753.x
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发表时间：
2008-09-01
影响因子：
4.9
通讯作者：
Gardner, Robert C.
中科院分区：
文献类型：
--
作者：
Bernaus, Merce;Gardner, Robert C.
本研究调查了教师和学生所报告的语言教学策略，以及这些策略对学生学习动机和英语成绩的影响。参与者包括31名英语作为外语（EFL）教师和他们的学生（N = 694）在加泰罗尼亚，西班牙。教师和学生在课堂上对26种策略的使用频率进行了评定。此外，研究者还使用了一套小型的态度动机测试组合对学生的态度、动机和语言焦虑进行了测试（AMTB;结果表明，教师和学生在某些策略的使用频率上意见一致，但在其他策略的使用频率上意见不一，尽管教师报告的动机策略和传统策略的使用与学生的英语成绩、态度、动机或语言焦虑无关，但学生对这些策略的感知往往与他们在个人和班级层面上的态度和动机有关。此外，当以学生为分析单位时，学生对传统策略使用频率的评价与英语成绩呈负相关。路径分析表明，综合性、对学习情境的态度和工具性取向对英语学习动机有预测作用，英语学习动机对英语成绩有正向预测作用，而对学习情境的态度和语言焦虑对英语成绩有负向预测作用。分层线性模型分析证实了这些发现，但表明，战略的影响比以前认为的要复杂得多。教师报告的策略使用不影响任何预测因子的回归系数，但学生报告的策略使用对英语成绩动机的预测性有积极影响。
This Study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on Students' Motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N = 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the Students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & Maclntyre, 1993) and completed objective tests of English achievement.The results indicated that the teachers and Students agreed on the relative frequency of some strategies but not on the frequency of other strategies and that, although the teachers' reported use of motivational and traditional strategies was not related to the Students' English achievement, attitudes, motivation, or language anxiety, the students' perceptions of these strategies tended to be related to their attitudes and motivation at both the individual and class levels. In addition, when the students were the unit of analysis, there was a negative correlation between the students' ratings of the frequency of traditional strategy use and English achievement. Path analysis indicated that integrativeness, attitudes toward the learning situation, and instrumental orientation predicted the Motivation to learn English and that motivation was a positive predictor of English achievement, whereas attitudes toward the learning situation and language anxiety were negative predictors of English achievement. Hierarchical linear modelling analysis confirmed these findings but indicated that the effects of strategies are much more complex than previously thought. Strategy use as reported by the teachers did not influence the regression coefficients for any of the predictors, but strategy use reported by students had a positive effect on the predictability of motivation on English achievement.