CAJ | 학술논문

本研究对内蒙古师范大学外国语学院1至4年级141名英语专业蒙古族学生进行了问卷调查和测试,旨在考察三语学习者的动机类型、各动机类型之间的关系、在不同年级之间在动机类型上是否存在差异以及学习者的动机类型与学习成绩之间的关系。首先,对影响英语专业蒙古族大学生英语学习动机进行了因子分析。在此基础上,运用AMOS 17.0对6个因子与学习成绩间的关系进行了结构方程模型分析。研究发现：因子分析结果显示,英语专业蒙古族大学生的英语学习动机主要呈现6种类型：社会责任/信息媒介、成绩、内在兴趣、学习情境、出国和个人发展;英语学习动机类型之间的关系呈现如下：社会责任/信息媒介与个人发展、内在兴趣、学习情境和出国和个人发展与内在兴趣,出国,成绩以及内在兴趣和出国动机类型之间都有一定程度的正相关。出国与期末成绩有正相关,与个人发展负相关以外,与其他动机类型都无相关;不同年级之间在社会责任/信息媒介（p=.000）和内在兴趣（p=.024）动机类型上存在显著差异,p值小于0.05;两个自变量—内在兴趣和出国因子对蒙古族大学生的学习成绩有直接影响,但解释力不高,两项共解释学习成绩的13%的变异。
본연구대내몽고사범대학외국어학원1지4년급141명영어전업몽고족학생진행료문권조사화측시,지재고찰삼어학습자적동궤류형、각동궤류형지간적관계、재불동년급지간재동궤류형상시부존재차이이급학습자적동궤류형여학습성적지간적관계。수선,대영향영어전업몽고족대학생영어학습동궤진행료인자분석。재차기출상,운용AMOS 17.0대6개인자여학습성적간적관계진행료결구방정모형분석。연구발현：인자분석결과현시,영어전업몽고족대학생적영어학습동궤주요정현6충류형：사회책임/신식매개、성적、내재흥취、학습정경、출국화개인발전;영어학습동궤류형지간적관계정현여하：사회책임/신식매개여개인발전、내재흥취、학습정경화출국화개인발전여내재흥취,출국,성적이급내재흥취화출국동궤류형지간도유일정정도적정상관。출국여기말성적유정상관,여개인발전부상관이외,여기타동궤류형도무상관;불동년급지간재사회책임/신식매개（p=.000）화내재흥취（p=.024）동궤류형상존재현저차이,p치소우0.05;량개자변량—내재흥취화출국인자대몽고족대학생적학습성적유직접영향,단해석력불고,량항공해석학습성적적13%적변이。
By means of questionnaires and examinations, the research makes a study of 141 Mongolian English majors from grade one to four in the Foreign Languages Institute of Inner Mongolia Normal Uni- versity in order to learn about the motivation types of L3 learners, the correlations among different motiva- tion types and whether there are differences in different grades and the correlations between motivation types and achievement. First, it makes a factor analysis about factors affecting the motivation types of Mongolian English majors and then it makes a structural equation analysis of the correlation between six factors and learning achievement with AMOS 17.0. The results show： 1. There are mainly six motivation types for Mongolian English majors. They are social responsibility/information media, achievement, inter- nal interest, learning context, going abroad and personal development; 2. The relationships between these motivation types demonstrate that there are to some degree positive correlations between social responsibil- ity/information media and personal development, internal interest, learning context and going abroad; be- tween personal development and internal interest, going abroad and academic achievement; between inter- nal interest and going abroad. Going abroad is positively correlated to final examination achievement, neg- atively to personal development, but has nothing to do with other motivation types; 3. Different grades show significant difference in motivation types of social responsibility/information media（p=. 000）and in- ternal interest （p=. 024）, and p value is less than 0.05 ; 4. Two independent variables of internal interest and going abroad have direct influence on their academic achievement, but the two items can only account for 13% of learning achievement variation.