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中日大学生英语学习动机的对比研究的中期报告.docx

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中日大学生英语学习动机的对比研究的中期报告 Introduction Motivationisstudiedasoneofthecrucialfactorsthatinfluencethesuccessoflanguagelearningforlearners.InJapan,aswellasinChina,manyuniversitystudentsstudyEnglishasaforeignlanguage.However,themotivationofJapaneseandChineseuniversitystudentslearningEnglishmaydifferduetodifferencesinculturalandeducationalbackgrounds.ThisstudyaimstocomparethemotivationsofJapaneseandChineseuniversitystudentslearningEnglishintermsoftheirintegrativeandinstrumentalorientationsandtheirperceivedautonomy. Methods Thestudyinvolved200universitystudentsfromChinaand200universitystudentsfromJapanwhowerelearningEnglishasaforeignlanguage.ThedatawascollectedthroughastructuredquestionnairewhichwaswritteninEnglishandconsistedofthreeparts. Thefirstpartofthequestionnairewasdesignedtocollectdemographicinformationsuchasgender,age,grade,andmajoroftheparticipants.Thesecondpartaimedtoinvestigatethemotivationalorientationsoftheparticipantsbyaskingthemtoindicatetheiragreementwith17statementsona4-pointLikertscale.ThesestatementswereadaptedfromGardner's(1985)Attitude/MotivationTestBattery(AMTB)andincludeditemsrelatedtointegrativeandinstrumentalorientations. Thethirdpartofthequestionnaireaimedtoinvestigatetheperceivedautonomyoftheparticipants.Theparticipantswereaskedtoratetheiragreementwithsixstatementsona5-pointLikertscale.ThesestatementswereadaptedfromDeciandRyan's(1985)Self-DeterminationTheory(SDT). Results Descriptivestatisticswerecalculatedtoobtainthemeanscoresandstandarddeviationsforeachvariable.TheresultsshowedthatthemeanscoresforintegrativeorientationwerehigherthanthoseforinstrumentalorientationforbothJapaneseandChinesestudents,indicatingthattheyweremoremotivatedtolearnEnglishforsocialandculturalreasonsratherthanforpracticalreasons.However,themeanscoreforintegrativeorientationwashigherforJapanesestudentsthanforChinesestudents,suggestingthatJapanesestudentsweremoremotivatedtolearnEnglishtocommunicatewithpeoplefromdifferentcultures. Regardingperceivedautonomy,themeanscoreswerehighe