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二语/外语学习中有效的小组任务主要取决于每个小组成员的积极参与,但是每个成员的交流意愿受诸多因素的影响。D?rnyei(2009a)从动态系统观的视角提出影响任务动机的四大板块因素(motivational conglomerates),但是它并不足以包括影响中国大学英语小组任务参与度的一些比较重要的因素。本研究调查了广东某大学212个非英语专业大学生想参与及不想参与小组任务的主要原因。研究结果显示:与任务有关的因素和社会因素是影响学生小组任务参与度的最重要因素,而英语语言能力和个人情景意愿等因素起着次重要作用;学生提及的主要因素与D?rnyei(2009a)“动机综合体”的四大板块因素基本吻合;高分组及低分组学生对不同类型的小组任务的态度不尽相同。作者在研究结果的基础上提出了教师设计小组任务需要注意的原则。
Effective group tasks for second language / foreign language learning depend primarily on the active participation of each group member, but the willingness of each member to communicate is affected by many factors. D? Rnyei (2009a) put forward four motivational conglomerates that affect the motivation of the task from the perspective of the dynamic system, but it is not enough to include some of the more important factors that affect the job satisfaction of the CUA. This study investigated the main reasons why 212 non-English majors in a university in Guangdong wanted to participate and did not want to participate in the group’s task. The results show that: task-related factors and social factors are the most important factors affecting student group’s task participation, while English language proficiency and personal situational will play a secondary role. The major factors mentioned by students are related to D? Rnyei (2009a) “motivation complex ” of the four main factors consistent with the plate; high and low group of students on different types of group tasks are not the same attitude. Based on the results of the study, the author puts forward the principle that the task of teacher design team needs attention.