作者：许恒
页数：204
出版社：世界图书出版公司
出版日期：2021
ISBN：9787519281069
电子书格式：pdf/epub/txt
内容简介
本书分为五章，分别是章介绍、第二章文献综述、第三章研究思路与研究方法、第四章研究结果、第五章讨论，对中国学生的英语阅读动机以及他们对英语文本的阅读理解深度进行了深入的研究并总结出结论。研究结果表明，外在动机是推动学习者学习的一个重要因素，但它的作用是有限的，往往不能帮助学习者进行深入的和思辨性的思考。然而，研究数据显示，内在动机可能是一种促进深度学习和维持学习动力的有效途径。
作者简介
许恒，毕业于美国明尼苏达州大学，获教育学博士学位。在暨南大学中国语言文学博士后流动站完成了为期3年的研究工作，现为暨南大学外国语学院讲师。发表了关于二语习得的学术论文7篇，并主持一项广东省哲学社科“十三五”规划学科共建项目。
目录
Chapter 1 Introduction
English Reading Assessment and Teaching in China
Purpose of the Study
Key Terms and Models
Statement of the Problem
Assumptions and Limitations
Overview of the Dissertation
Summary
Chapter 2 Literature Review
General Motivation Theories
Self-efficacy and Expectancy Value Theory
Self-determination Theory
Goal Theory
Motivation to Learn a Second/Foreign Language
Motivation to Read in First Language (L1) and Second/Foreign Language (12)
Motivation to Read in L1
Motivation to Read in 12
Research on Chinese ELLs’ Motivation to Read
Thoughtful Literacy
Summary
Chapter 3 Research Design and Methodology
Research Population and Samples
Research Design
Instrumentation
Data Analysis
Summary
Chapter 4 Results
Demographic Characteristics of Participants
Refinement of Questionnaire to Motivation to Read
Cronbach’s Alphas
Principal Component Analysis (PCA)
Structure and Contents of the Five Constructs Extracted ,
Descriptive Statistics of Thoughtful Literacy of English Reading
Separate Bivariate Regression Analysis
Multiple Regression Analysis
Multiple Regression Analysis between Text-Based Reading and Motivation Constructs
Multiple Regression Analysis between Higher Order Comprehension and Motivation Constructs
Stepwise Model Multiple Regression on HOC and TBR
Assumptions of Multiple Regression Analysis
Summary
Chapter 5 Discussion
Introduction
Intrinsic Value of English Reading and Thoughtful Literacy
Importance of English Reading and Thoughtful Literacy
Extrinsic Value of English Reading and Thoughtful Literacy
Self-Efficacy of English Reading and Thoughtful Literacy
Willingness to Pay Cost to English Reading and Thoughtful Literacy
Implications
Value for Instruction
Value for L2 Reading Assessment
Recommendations for Future Research
Conclusions
References
Appendices
Appendix A Questionnaire of Motivation to Read of English Language Learners( English and Chinese)
Appendix B Two Narratives Adopted from The Critical Reading Inventory Directions
Appendix C Panel Information
Appendix D Scores of Participants on Thoughtful Literacy Questionnaires in Written and Interview Administration Forms
Appendix E Pearson Correlation between Eight Extracted Factor Scores from PCA
Appendix F Descriptive Statistics of 32 Items Questionnaire ~
Appendix G KMO and Bartlett’s Test 32 Items Questionnaire ~ ~ ~
Appendix H Communalities of 32 Items Questionnaire
Appendix I Coefficients of Stepwise Multiple Regression with Dependent Variable as Task-Based Reading
Appendix J Coefficients of Stepwise Multiple Regression with Dependent Variable as Higher Order Comprehension
English Reading Assessment and Teaching in China
Purpose of the Study
Key Terms and Models
Statement of the Problem
Assumptions and Limitations
Overview of the Dissertation
Summary
Chapter 2 Literature Review
General Motivation Theories
Self-efficacy and Expectancy Value Theory
Self-determination Theory
Goal Theory
Motivation to Learn a Second/Foreign Language
Motivation to Read in First Language (L1) and Second/Foreign Language (12)
Motivation to Read in L1
Motivation to Read in 12
Research on Chinese ELLs’ Motivation to Read
Thoughtful Literacy
Summary
Chapter 3 Research Design and Methodology
Research Population and Samples
Research Design
Instrumentation
Data Analysis
Summary
Chapter 4 Results
Demographic Characteristics of Participants
Refinement of Questionnaire to Motivation to Read
Cronbach’s Alphas
Principal Component Analysis (PCA)
Structure and Contents of the Five Constructs Extracted ,
Descriptive Statistics of Thoughtful Literacy of English Reading
Separate Bivariate Regression Analysis
Multiple Regression Analysis
Multiple Regression Analysis between Text-Based Reading and Motivation Constructs
Multiple Regression Analysis between Higher Order Comprehension and Motivation Constructs
Stepwise Model Multiple Regression on HOC and TBR
Assumptions of Multiple Regression Analysis
Summary
Chapter 5 Discussion
Introduction
Intrinsic Value of English Reading and Thoughtful Literacy
Importance of English Reading and Thoughtful Literacy
Extrinsic Value of English Reading and Thoughtful Literacy
Self-Efficacy of English Reading and Thoughtful Literacy
Willingness to Pay Cost to English Reading and Thoughtful Literacy
Implications
Value for Instruction
Value for L2 Reading Assessment
Recommendations for Future Research
Conclusions
References
Appendices
Appendix A Questionnaire of Motivation to Read of English Language Learners( English and Chinese)
Appendix B Two Narratives Adopted from The Critical Reading Inventory Directions
Appendix C Panel Information
Appendix D Scores of Participants on Thoughtful Literacy Questionnaires in Written and Interview Administration Forms
Appendix E Pearson Correlation between Eight Extracted Factor Scores from PCA
Appendix F Descriptive Statistics of 32 Items Questionnaire ~
Appendix G KMO and Bartlett’s Test 32 Items Questionnaire ~ ~ ~
Appendix H Communalities of 32 Items Questionnaire
Appendix I Coefficients of Stepwise Multiple Regression with Dependent Variable as Task-Based Reading
Appendix J Coefficients of Stepwise Multiple Regression with Dependent Variable as Higher Order Comprehension
