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以Z·Dornyei的三层框架动机理论和建构主义的动机理论为依据,通过实证研究,对影响大学英语慢班学生英语学习的动机进行了调研分析,发现慢班学生具有学习成就感差、内在驱动力不足、努力不够、对语言学习产生了焦虑、英语学习以短期目标为主、目标定向实用、觉得教学内容无趣、动机行为不积极、自我效能低等英语学习问题。提出了重建学习信心、激发学习兴趣、善用学习小组、促进自主学习的大学英语慢班课堂教学策略。
Based on Z Dornyei’s three-level framework motivation theory and constructivism motivation theory, this study empirically analyzes the motivation of college English students in slow-moving English classes and finds that the students in the slow-moving class have poor learning accomplishment, Lack of motivation, lack of efforts, anxiety over language learning, English learning is mainly short-term goals, practical orientation, feel boring teaching content, motivation is not positive, self-efficacy and low English learning problems. Proposed to rebuild learning confidence, stimulate learning interest, make good use of learning groups, and promote self-learning college English class teaching strategies.