Motivation for Learning English among Japanese University Students
Motivation for Learning English among Japanese University Students
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日本大学生学习英语的动机
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发表时间：
2004
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影响因子：
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通讯作者：
R. Brown
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文献类型：
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作者：
R. Brown
本研究以283名日本大学一年级学生为研究对象，对以下问题进行了调查：（1）学生为什么要学习英语？(2)他们对英语学习的投入程度如何？(3)他们相信他们有学习英语的个人资源吗？(4)他们到底在做什么来学习英语？自愿学习英语的学生与被迫学习英语的学生在动机上是否存在差异？结果表明，学生的动机往往是功利的，而学生往往声称高水平的动机，他们通常投资不足的努力，在实际的学习行为。此外，学生没有任何重大的方式取决于他们是否学习选修或非选修。动机无疑是外语学习成功的一个重要因素（Gardner，1985 b，Scarcella & Oxford，1992，引自Oxford & Shearin，1996），并进行了广泛的研究（Lai，2000：Lin & Warden，1996; McClelland，1998; Ogane & Sakamoto，1999; Oxford，1996; Oxford & Shearin，1996; Shallow，Boraie，& Kassabgy，1996; Teweles，1996; Warden & Lin，2000; Yamshiro & McLaughlin，2001）有些人甚至称之为“主要”因素（Gardner，Tremblay，& Masgoret，1997）。“动机”可以而且已经以多种方式定义。例如，Gardner，Tremblay和Masgoret将动机定义为“个人的态度，愿望和努力”（1997，p.345）。另一种定义，一个更接近日常语言表达的定义是，动机是在追求目标时调动的能量（Muraven & Slessareva，2003）。从这个意义上说，动机是在自愿的自我控制下，是激励的产物（Blewm & Self，1989; Wright & Blewm，1989，引用自Muraven & Slessareva，2003）。也就是说，实现给定目标的动力将取决于人们对该目标的吸引力以及人们对该目标的实现程度。因此，动机似乎与结果有着重要的关系，通过努力的活动。什么以前被认为是在加德纳和兰伯特传统的动机，我。例如，由于开展这项活动的原因，最近改名为“概况介绍”。无论叫什么名字，我们都有理由认为，一个人做某事或追求目标的理由会影响他或她在追求目标时的实际行为。在过去的研究中，一个明显的动机相关性变量在很大程度上被忽视了，那就是目标的“自我和谐”程度（谢尔顿，埃利奥特，瑞安，奇尔科夫，金，吴，德米尔，孙，2004）。特别是那些被研究的亚洲学生，他们通常都被强制性地报名参加英语课程。是不
A sample of 283 Japanese first year university students enrolled in both compulsory and elective English classes were surveyed in order to obtain answers to the following questions : (1) Why are students learning English ? (2) What is their level of commitment to learning English ? (3) Do they believe that they have the personal resources to learn English ? (4) What are they actually doing to learn English ? And (5) Do students who voluntarily study English differ motivationally from students who are forced to study English ? The results indicate that student motivations tend to be utilitarian and that while students tend to claim high levels of motivation, they typically invest insufficent effort in actual learning behaviors. In addition, students did not differ in any major way depending on whether they were studying electively or non-electively. Motivation is undoubtedly an important factor in foreign language learning (FLL) success (Gardner, 1985b, and Scarcella & Oxford, 1992, cited in Oxford & Shearin, 1996), and has been extensively investigated (Lai, 2000: Lin & Warden, 1996; McClelland, 1998; Ogane & Sakamoto, 1999; Oxford, 1996; Oxford & Shearin, 1996; Shmidt, Boraie, & Kassabgy, 1996; Teweles, 1996; Warden & Lin, 2000; Yamshiro & McLaughlin, 2001) Some have gone so far as to call it the “primary” factor (Gardner, Tremblay, & Masgoret, 1997). “Motivation” can be and has been defined in many ways. Gardner, Tremblay, and Masgoret, for example, define motivation as “the individual’s attitudes, desires, and effort” (1997, p.345). An alternative definition, and one that corresponds more closely with the ordinary language expression, is that motivation is the amount of energy mobilized in the pursuit of goals (Muraven & Slessareva, 2003). Motivation in this sense is under voluntary self-control and is the product of incentives (Brehm & Self, 1989; Wright & Brehm, 1989, cited in Muraven & Slessareva, 2003). That is, motivation to accomplish a given goal will depend on how attractive the goal is felt to be and how attainable it is believed to be. Thus, motivation would appear to be importantly related to outcomes, by way of effortful actiovity. What had previously been thought of in the Gardner and Lambert tradition as motivation, i. e., reasons for undertaking the activity, has more recently been renamed “orientation”. Whatever the name, it is certainly reasonable to suppose that an individual’s reasons for doing something or seeking a goal will have an impact on what he or she actually does in pursuit of it. One variable of obvious motivational relevance that has largely been neglected in past research is how “self -concordant” (Sheldon, Elliot, Ryan, Chirkov, Kim, Wu, Demir, & Sun, 2004) the goal is. Asian students who have been studied, in particular, have typically been enrolled in English classes compulsorily. It would not be