摘要
通过横断设计,研究了CBI模式下商务英语专业本科一至四年级学生英语学习动机在不同阶段呈现的特点。研究发现,动机结构内学生的英语学习目的和目标定向相对稳定,适度的焦虑感在4年间得到保持,自我效能感逐年上升;但当商务类课程以英语为媒介开展时,学生更看重对学习策略的归因,并将语言学习的成败归因于语言天赋、学习环境等不可控因素;这一阶段,学生的语言学习兴趣和语言学习效价也有所下降。
This study carries out a cross-sectional investigation to the features of motivational components of Business English majors taking content-based instruction （CBI） courses. It is found that attitudes on learning objective, learning purpose and anxiety show a mild change among the students of the four grades; learners＇ self-efficacy increases gradually during the four years; but when business courses take English as medium, the students tend to attribute more to learning strategy, language aptitude and learning environment： their interest and valence in learning English also decrease.
出处
《山东外语教学》
2016年第2期33-40,共8页
Shandong Foreign Language Teaching
基金
广东省软科学研究计划项目"商务英语专业学生不同课程模式下英语学习动机研究"(项目编号:2011B070300096)资助
