摘要
英语学习目标定向与英语学习动机各项变量之间关系紧密,其中掌握目标与英语学习动机变量中的积极的情感、积极的课堂情绪、自我评价、英语能力自我观念、内在价值和动机强度等呈正相关,和考试焦虑、消极的情感、消极的课堂情绪呈负相关。而成绩目标则相反,它与英语学习动机变量中的积极的情感、积极的课堂情绪、自我评价、英语能力自我观念、内在价值等变量呈负相关,和考试焦虑、消极的情感、消极的课堂情绪、动机强度等呈正相关。此研究在一定程度上和教育心理学领域的研究结果一致,成绩目标有消极的一面,也有积极的一面。学校环境应该强调掌握目标,以培养英语学习者掌握目标的形成,才有利于他们对英语的最终掌握。
English goal orientation is closely related to motivational variables. This paper found the positive correlation between mastery goals and some positive affects and emotions in class, as well as some motivational variables such as motivational intensity and motivational perseverance, and negative correlation between mastery goals and negative affects, emotions in class, and motivational variables, as well as anxiety. It is just the opposite for performance goals. However, the positive point of performance goals has also been found in this paper, that is, performance goals can, to some degree, promote English learners＇ motivation, especially motivation intensity and perseverance. In a word, colleges should create an environment for students to develop mastery goals in order that they, in the course of language learning, can focus on the mastery of the language itself.
出处
《江苏大学学报（高教研究版）》
2006年第3期81-84,共4页
Journal of Jiangsu University:Higher Education Study Edition
关键词
英语学习目标定向
掌握目标
成绩目标
动机变量
关系
English learning goal orientation
mastery goals
performance goals
motivational variables
correlation
