文献类型：期刊文献

中文题名：远程学习者英语学习动机强度制约因素的叙事探究

英文题名：Factors Affecting Learning Motivational Intensity of Distance English Learners: A Narrative Inquiry

作者：龚嵘[1]

机构：[1]华东理工大学外语学院

年份：2010

期号：21

起止页码：35

中文期刊名：中国远程教育

外文期刊名：Chinese Journal of Distance Education

收录：国家哲学社会科学学术期刊数据库;北大核心:【北大核心2008】；

基金：华东理工大学网络教育学院研究项目资助(S011103)

语种：中文

中文关键词：远程学习者;学习动机;动机强度;制约因素

外文关键词：narrative inquiry; motivational intensity; motivational orientation; success expectancy

摘要：动机强度对远程英语学习起着重要作用。本研究基于"期望×价值"理论以及其他已有研究成果,对三位远程学习者的英语学习与工作经历进行了叙事探究。研究发现:个体学习者的英语学习动机强度是动机取向、成功预期与任务价值评价三项因素联动制约的结果;不同的动机取向诱发不同的学习任务价值评价;学习成功预期与动机取向取决于学习者个体在英语学习体验、师生关系、职业发展经历等多项历史环境因素下所逐步形成的学习能力观与学习过程观。
Motivational intensity (learning effort) plays a central role in distance English learning. Based on the expectancy- value theory and previous research findings, the study conducts a narrative inquiry into the learning and work experience of three distance English learners. Research results show that individual motivational intensity is a co- function of three factors - motivation orientations, success expectancy and task value; that different motivational orientations produce different value judgments; and that individuals ’success expectancy and motivation orientations are subject to the influence of self- perceptions of learning ability and learning process, which in turn are formed by various contextual factors, including English instruction experience, teacher- student relationship and work experiences.