Paper web China /9/view-4575 193.htm
Keywords: English learning motivation College English teaching WeChat online question bank
1. Research background
For language learners, the motivation of foreign language learning has the most direct influence on the effect of language learning. Gardner and Lambert divide motivation into two categories: integrative motivation and instrumental motivation. Among them, Gardner (1985) pointed out four aspects of foreign language learning motivation, namely, a. learning purpose; B. efforts to achieve the goal; C. strong desire to achieve the goal; D. Learning attitude. Since 1990s, with the gradual deepening of the research on foreign language learning motivation, more and more researchers have put forward their own views. Christopher and Gorham made an in-depth study on students' lack of motivation (Gorham and Christopher1992: 239-252; Christopher and Gorham 1995: 292-306) found that most of the "lack of motivation" was related to teachers. Rebecca Oxford (1998) conducted a five-year follow-up study on the phenomenon of "lack of motivation" of about 250 students, and found that teachers should listen to students' opinions and cooperate effectively with students in order to avoid students' "lack of motivation" in the learning process. d？ Qian divides students' lack of motivation in foreign language learning into nine categories, one of which is related to teachers' teaching methods and abilities.
China scholars have also made a systematic study on learning motivation. Tang (20 12: 74-75) made a qualitative and quantitative study on students' lack of learning motivation, and found that teachers were the main reason for students' lack of learning motivation.
It is not difficult to find from the research at home and abroad that teachers have an important influence on students' foreign language learning. This paper investigates and analyzes the foreign language learning process of 240 non-English majors, and probes into the reasons for the lack of motivation. Actively explore the combination of WeChat and online question bank in English teaching, and analyze whether students can avoid "lack of motivation" in the learning process.
deliberate on a problem
This paper mainly studies the following three issues:
(1) What are the factors that cause non-English majors to "lack motivation" in learning English?
(2) Why should we combine WeChat with online question bank and apply it to college English teaching?
(3) Can this new teaching method enhance students' learning motivation and improve teaching efficiency?
3. Research and design
3. 1 research object
The subjects of this study are 240 freshmen who are not English majors in a university. All subjects have participated in the college entrance examination in Hubei province, and the full score of the test paper is 150. Table 1 shows the basic situation of the research object.
3.2 Research methods
* * * is divided into two stages: in the first stage, 240 students are investigated by questionnaire, and the reasons for "lack of motivation" in English learning are summarized. In the second stage, 240 students were divided into two groups according to their majors, and mathematics and chemistry were divided into the first group, using traditional English classroom teaching methods. Clinical and political science and law are divided into the second group. In the second group of college English teaching, the combination of WeChat and online question bank is adopted to guide students to actively participate in English teaching in and out of class. One year later, through the analysis and evaluation of the scores of 240 students in CET-4, a questionnaire survey was conducted again to study the English classroom teaching method combining WeChat and online question bank, and to analyze whether it can improve the teaching efficiency and students' English learning performance and solve the problem of "lack of motivation" for non-English majors in English learning.
3.3 The first stage questionnaire design
The questionnaire * * * contains 15 questions, which are divided into three categories. The first category, self-awareness factors (question 1 to 5); The second category, environmental factors (questions 6 to 9); The third category, classroom teaching factors (questions 10 to 15). Each item has five grades to choose from, in which: 1= totally disagree, 2= moderately disagree, 3= neutral, 4= moderately agree, and 5= completely agree.
From the data analysis results of the questionnaire, it can be seen that the average scores of item 6, 1 1, 12, 13 and 15, all exceed 3 points, which shows that these aspects have a profound impact on students' "lack of motivation" in English learning. Among these options, 1 1, 12, 13 and 15 are all classroom teaching factors. The survey results show that it is necessary for teachers to adopt innovative teaching methods to improve students' learning interest and efficiency.
4. Wechat and online question bank
4. 1 wechat
With the advent of the mobile Internet era, WeChat has become an indispensable communication tool for college students in China. Wechat is not only popular and easy to use, but also supports sending voice, pictures, videos and texts. You can also chat in groups online. The establishment of WeChat public platform enables WeChat to send customized content to multiple users at the same time on the basis of being a communication tool. This further makes it possible to use WeChat in college English teaching.
4.2 Online Question Bank
Online question bank is the product of the combination of computer multimedia technology, network communication technology and modern educational theory. The online question bank uses the multimedia characteristics and interactivity of the computer to input text, video, audio, images and other information into the computer. Through the man-machine interface, distance teaching is completed by using the Internet. Online question bank breaks through the limitation of English teaching space and makes English teaching diversified and autonomous. However, the online question bank has great limitations, mainly manifested in: (1) lack of teacher-student interaction. (2) When students are in school, the popularity of personal computers is not high, and they are not familiar with computers and networks, which affects the use effect of online question bank. (3) The online question bank of most colleges and universities can only be used in the campus network, which can't give full play to the characteristics of distance education. (4) Online question bank is not widely used in college English classroom teaching.
5. Advantages and characteristics of the combination of WeChat and online question bank in college English teaching.
Combining the characteristics of WeChat with mobile phone as the platform and Internet as the medium and the advantages of online question bank with a large amount of professional information, we can break through the traditional single classroom teaching mode.
5. The application of1WeChat combined with online question bank in English teaching can improve students' emotional value. Emotional value refers to products or services that can arouse people's emotional state attributes. Compared with functional value, emotional value emphasizes internal psychological motivation (Zhu Ge, 20 12). As a communication tool, WeChat enables students to communicate with teachers and students in the learning process of using online question bank, which makes the online learning platform have the characteristics of emotional closeness. 5.2 The combination of WeChat and online question bank in English teaching can improve students' sense of self-efficacy. Bandura (1997) defines self-efficacy as "people's self-judgment on their ability to organize and implement certain behaviors to achieve the expected results". Self-efficacy is the core concept of social cognitive theory. The students' sense of self-efficacy in using WeChat and online question bank is essentially the students' self-awareness of their required abilities in the process of using WeChat and online question bank for English learning. In the learning process, if students don't know enough about computer technology and network and lack certain skills, it will affect the learning effect of students using online question bank. Wechat has a high usage rate and a wide penetration rate in college students' daily life. By combining WeChat with online question bank, teachers can use WeChat platform to push the content of online question bank to students according to the purpose and content of English teaching, which can improve teaching efficiency and students' sense of self-efficacy.
5.3 Combining WeChat with online question bank and applying it to English teaching can stimulate students' English learning motivation and enhance their sense of self-identity. Teachers adopt the innovative English teaching method of combining WeChat with online question bank, which improves students' learning interest and efficiency. In class, students use WeChat to receive online learning content pushed by teachers, submit answers through mobile phones within a specified time and get scores in real time, which can mobilize students' competitiveness and stimulate their learning motivation. Students can feel their progress and enhance their sense of self-identity by participating in classroom activities in person. Learning motivation promotes learning activities, and the learning achievements produced by students in classroom learning activities trigger students' self-identity, which in turn affects learning motivation, thus forming a virtuous circle of learning.
5.4 Combining WeChat with online question bank and applying it to English teaching can mobilize all students to actively participate in classroom teaching activities, give full play to students' subjective initiative and promote the improvement of students' English level. In traditional English classroom teaching, due to the limitation of teaching time, most students are often unable to participate in the teaching activities designed by teachers in the teaching process. In activities that meet all students' participation, such as group discussion, it is impossible for teachers to evaluate all students' mastery of knowledge points in a short time in class. The combination of WeChat and online question bank can make up for this deficiency. Teachers can push questions to all students' mobile phones in class. Students can use WeChat to search questions and answer them in real time in combination with classroom content, such as audio, video or text paragraphs. After the answer, the teacher's backstage and the student's WeChat interface will simultaneously obtain the student's grades. Teachers can flexibly arrange the focus of classroom teaching content according to students' grades. Students can also master their own understanding of classroom knowledge points according to the scores. Teachers can also use WeChat to push the content of online question bank for students to finish after class. Help students make full use of their extra-curricular time to complete English learning, and teachers can also evaluate the teaching effect through the scores fed back by students.
6. The experimental results and analysis of English teaching method combining WeChat and online question bank.
6. 1 Analysis of the scores of CET-4 grouped subjects
This paper conducts a one-year group teaching experiment on 240 non-English major freshmen, and makes a summary and analysis according to the results of CET-4 in that year, to verify whether the English teaching method combining WeChat with online question bank can improve students' "lack of motivation" in college English classroom learning. The experimental results are as follows:
Table 3 Summary and Analysis of Grade Four Results of Grouping Subjects in the Current Year
From the experimental results, it can be seen that the English scores of the subjects in the second group (clinical and chemical) are obviously better than those of the students who did not use this teaching method, especially in listening and reading.
6.2 Comparative analysis of questionnaire survey results of grouped subjects
240 non-English major freshmen are surveyed by questionnaire again, and the results of classroom teaching factors are compared and analyzed to study whether the combination of WeChat and online question bank can solve the problem of "lack of motivation" in English learning.
Table 4 Questionnaire survey results of grouped subjects on classroom teaching factors
(Group 1: Mathematics and Chemistry, Group 2: Clinical, Political Science and Law)
Through the above comparison results, we can find that the result of item 1 1 in the first group of experimental objects is not obvious, which shows that in traditional classroom teaching, students have limited opportunities to participate in classroom activities. The scores of items 12 and 14 are lower than the results of the questionnaire survey at the beginning of the school year, but neither of them exceeds 1. The reason for this phenomenon may be that with the development of normal teaching activities, some students and teachers have deepened their understanding and exchanged ideas with each other. Compared with the first group, the results of the second group of questionnaires have obvious contrast, which shows that the combination of WeChat and online question bank in college English classroom can effectively solve the problem of "lack of motivation" for students' English learning.
7. Conclusion
This paper investigates and analyzes the problem of "lack of motivation" of 240 non-English major students who scored 80- 124 in college entrance examination, and conducts a one-year teaching experiment in groups. Through the above research, it is found that the combination of WeChat and online question bank can effectively solve the problem of "lack of motivation" in English learning. However, teachers should pay attention to the following points when adopting the classroom teaching method of combining WeChat with online question bank: First, in English classroom teaching activities, we should always adhere to the teaching principle of combining WeChat with online question bank as a supplement. Second, teachers should pay attention to students' practical feedback results and adjust the teaching focus reasonably when using the classroom teaching method combining WeChat and online question bank. Thirdly, the combination of WeChat and online question bank can effectively improve students' listening and reading level, but it has certain limitations in improving students' writing ability. Therefore, writing training should be strengthened in the teaching process.
At the same time, it must be admitted that the reasons for students' "lack of motivation" in English classroom learning are different due to their own characteristics and environmental factors. The limitation of this paper is that it only investigates students with a certain English foundation (for example, the score of college entrance examination is between 80- 124), but it does not investigate students with poor English foundation. In the future, we should also study the application of the combination of WeChat and online question bank in students with different English levels, find out the reasons why students with different English levels lack motivation in college English learning, and find effective countermeasures to help teachers teach English more effectively and promote the improvement of students' comprehensive English level.