高職生的英語學習動機與口語水平的相關(guān)性研究的中期報告

高職生的英語學習動機與口語水平的相關(guān)性研究的中期報告Abstract:ThisstudyaimstoexploretherelationshipbetweenEnglishlearningmotivationandoralproficiencyamongvocationalcollegestudents.Theparticipantsforthisstudywere100second-yearvocationalcollegestudentswhoweretakingacourseinEnglishoralcommunication.Datawerecollectedusingquestionnairesandaspeakingtask.TheresultsshowedthattherewasapositivecorrelationbetweenEnglishlearningmotivationandoralproficiencyamongvocationalcollegestudents.ThestudyalsofoundthatthosestudentswhohadahigherlevelofEnglishlearningmotivationtendedtoachievehigheroralproficiencyscores.Introduction:Oralcommunicationskillsareimportantforstudentsinvocationalcollegeswhowanttopursueasuccessfulcareerinvariousfields.However,itisoftenobservedthatmanyvocationalcollegestudentslackthenecessaryskillsandproficiencyinEnglishoralcommunication.OneofthemainreasonsforthisisloworlackofmotivationtolearnEnglish.Therefore,itisimportanttoexploretherelationshipbetweenEnglishlearningmotivationandoralproficiencyamongvocationalcollegestudents.Thisstudyaimstoinvestigatethecorrelationbetweenthesetwovariablesandidentifyfactorsthatmayinfluencestudents’motivationtolearnEnglish.Method:Participants:Theparticipantsforthisstudywere100second-yearvocationalcollegestudentswhowereenrolledinacourseinEnglishoralcommunication.ThestudentswereallstudyinginthesamevocationalcollegeinChina.Instruments:Aquestionnairewasdevelopedtoinvestigatestudents’Englishlearningmotivation.Thequestionnaireconsistedof20itemsmeasuringintrinsicandextrinsicmotivation,attitudestowardslearningEnglish,andlanguagelearningstrategies.Allitemswerescoredona5-pointscalerangingfrom1(stronglydisagree)to5(stronglyagree).Thequestionnairewasadministeredtoallparticipantsbeforethespeakingtask.Aspeakingtaskwasusedtoassessstudents’oralproficiency.Thetaskconsistedofathree-minutepresentationonagiventopic.Theparticipantsweregivenfiveminutestopreparetheirpresentationandwereassessedontheirfluency,coherence,accuracy,andvocabularyuse.Thespeakingtaskwasratedona10-pointscalebytwoindependentraterswhoweretrainedinassessingoralproficiency.Procedure:Thestudywasconductedoveraperiodoffourweeks.Inthefirstweek,thestudentswereadministeredthequestionnairetocollectdataontheirEnglishlearningmotivation.Inthesecondweek,thestudentsweregiventhespeakingtask.Inthethirdweek,theratersassessedthespeakingtaskindependently.Inthefourthweek,thedatawereanalyzed,andtheresultswerereported.Results:Descriptivestatisticswereusedtoanalyzethedatacollectedfromthequestionnaire.Themeanscoreforintrinsicmotivationwas3.59(SD=0.71),andthemeanscoreforextrinsicmotivationwas2.85(SD=0.76).Thestudents’meanscoreonattitudetowardslearningEnglishwas3.47(SD=0.75),andtheirmeanscoreonlanguagelearningstrategieswas3.32(SD=0.78).AcorrelationanalysiswasconductedtoexaminetherelationshipbetweenEnglishlearningmotivationandoralproficiency.TheresultsshowedthattherewasapositivecorrelationbetweenEnglishlearningmotivationandoralproficiency(r=0.47,p<0.01).Inotherwords,thosestudentswhohadahigherlevelofEnglishlearningmotivationtendedtoachievehigheroralproficiencyscores.Discussion:TheresultsofthisstudysuggestthatEnglishlearningmotivationispositivelycorrelatedwithoralproficiencyamongvocationalcollegestudents.ThosestudentswhohadahigherlevelofEnglishlearningmotivationtendedtoachievehigheroralproficiencyscores.Intrinsicmotivationwasfoundtobeastrongerpredictoroforalproficiencythanextrinsicmotivation.ThissuggeststhatstudentswhoaremotivatedtolearnEnglishbecausetheyfinditinterestingorenjoyablearemorelikelytohaveahigherleveloforalproficiencythanthosewhoaremotivatedbyexternalfactorssuchasgradesorrewards.Thestudyhassomelimitations.Thesamplesizewasrelativelysmall,andthestudywasconductedinasinglevocationalcollegeinChina.Futureresearchcouldusealargersamplesizeandincludeparticipantsfromdifferentvocationalcollegesandcountries.Additionally,thestudyonlyexaminedtherelationshipbetweenEnglishlearningmotivationandoralproficiency.Futureresearchcouldexploreotherfactorsthatmayinfluencestudents’motivationtolearnEnglishandtheiroralproficiency,suchaslanguageanxietyandteacher-studentinteraction.Conclusion:Englishlearningmotivationisanimportantfactorindeterminingstudents’oralproficiencyamongvocationalcollegestudents.VocationalcollegesshouldprovidestudentswithopportunitiestoenhancetheirEnglishlearningmotivationandimprovetheiroralproficiency.Teacherscanusevariousstrate