CAJ | 학술논문

作为四年跟踪研究的一部分,本文结合量与质的方法,考察了综合性大学英语专业四年级学生的英语学习动机与自我认同变化。结果发现,学生的动机和认同在延续前三年趋势的同时,也发生了变化。具体表现为：动机强度显著下降,学习情境动机有所上升;削减性变化上升至四年级最高,同时社会责任动机、生产性变化有所下降。质的材料进一步揭示了动机和认同变化的多元性、复杂性和曲折性。
작위사년근종연구적일부분,본문결합량여질적방법,고찰료종합성대학영어전업사년급학생적영어학습동궤여자아인동변화。결과발현,학생적동궤화인동재연속전삼년추세적동시,야발생료변화。구체표현위：동궤강도현저하강,학습정경동궤유소상승;삭감성변화상승지사년급최고,동시사회책임동궤、생산성변화유소하강。질적재료진일보게시료동궤화인동변화적다원성、복잡성화곡절성。
As the final part of a four - year longitudinal project, this study, conducted with a combination of quantitative and qualitative methods, investigated English learning motivation and self-identity changes of English majors in their fourth undergrad- uate year at a comprehensive university in China. Results of a questionnaire indicate that compared with results in the first three years, there are some marked changes as well as continuity in motivation and self-identity. Motivational intensity signifi- candy decreases while learning situation motivation increases. Social responsibility motivation and productive changes also drop, whereas subtractive changes reach the highest point in four years. Qualitative data further reveals the complexity of motiva- tion and self-identity development.