英语学习动机论文：非英语专业研究生英语学习动机与学习策略相关

英语学习动机论文：非英语专业研究生英语学习动机与学习策略相关性之调查研究

【中文摘要】在过去的几十年中,中国出现了学习英语的狂热现象,这也促使了传统的以教师为中心的课堂向以学生为中心的课堂的转变。因此,许多研究者天始热衷于学习者个人因素的研究,其中学习动机和学习策略成为两个最受关注的因素。基于此背景,国内外已展天许多有关学习动机和学习策略的研究,无论是在理论方面还是在实证研究方面都已取得相当的成就。然而,对非英语专业研究生英语学习动机与学习策略的相关性研究仍存在较大空白。因此,基于相关的理论与研究,本文通过对非英语专业研究生英语学习动机与学习策略的实际情况进行问卷调查,着重探讨英语学习动机与英语学习策略的深层次相关关系,并建立二者简单的一元线性回归方程模型,以期进一步促进英语教学与学习。本文主要由五部分构成。引言部分首先指出了本研究的和意义。在第二章中,本文就英语学习动机与英语学习策略在定义、类型和其他相关重要理论方面做出了文献回顾。第三章说明了研究方法。通过对山东大学威海分校非英语专业研究生进行问卷调查,将得到的相关数据收集并使用SPSS 17.0进行处理分析。在第四章中本文对数据进行了细致地分析和讨论,对本研究主要有以下几方面发现：一、非英语专业研究生有着相对较强的英语学习动机并倾向于使用不同类型的英语学习策略。其中,工具型动机强度最大,补偿型策略被最经常使用。二、非英语专业研究生的英语学习动机与

英语学习策略之间存在显著的正相关性。并且英语学习动机越强烈,越倾向于使用学习策略。三、通过简单的线性回归分析,英语学习动机与英语学习策略之间的关系模型被建立,也就是

Y=26.591+1.125X(X=英语学习动机,Y=英语学习策略)。然后,在第五章,针对研究结果,本文从不同角度分别建议英语教师与非英语专业的研究生改进自身,以最终促进英语学习。最后,结论部分对本研究的主要发现进行了总结,同时也意识到自身的局限性并对未来的研究提出了建议。总之,了解了学生的英语学习动机及学习策略相关性,教师可通过改进教学方法和策略有针对性的激发学生的英语学习动机,从而改善教学效果。

【英文摘要】In the last few decades, there appeared a nation-wide English rush in China, which caused the traditional “teacher-centered” class shifted to a “student-centered” one. Thus, many researches began to show concern for individual learners” factors, among which learning motivation and learning strategies attracted researchers’ much attention. Based on this background, a lot of researches have been conducted to study on these two factors respectively both home and abroad, either in the aspects of theory or the empirical exploration. However, there is still a blank for the research on the correlation between the two among the non-English major postgraduates. Therefore, based on the related theories and

through questionnaire investigation researches of the general situation of English learning motivation and English learning strategies of the non-English major postgraduates, this thesis aims at exploring the deep correlation between the two and establishing a linear regression model between the them, with an expectation of putting forward some feasible suggestions for improving English teaching and learning.The thesis is composed of six parts. Opening with an Introduction, the thesis provides the purposes and significance of the study. In Chapter Two. literature review is made in aspects of definitions, classifications and other main theories. Chapter Three introduces the research methodology. Through investigating part of non-English major postgraduates of Shandong University at Weihai, the data were collected and processed through SPSS 17.0. After analysis and discussion in Chapter Four, several aspects of findings are offered by the present study:1) Non-English major postgraduates have a comparatively strong motivation and are likely to employ different kinds of learning strategies for English learning. Among them, instrumental motivation plays the leading role and compensation strategies are most frequently employed.2) There is a significantly positive correlation between English learning motivation and

strategies. besides, students who are highly motivated employ learning strategies much more frequently.3) A regression model is established through simple linear regression, that is, Y=26.591+1.125X (X=English learning motivation, Y=English learning strategies). Then, in Chapter Five, some implications and recommendations are drawn from the results suggesting that both English teachers and students should improve themselves from different angels. Finally, Chapter Six Conclusion sums up the major findings of this thesis. Meanwhile, limitations are also found in order to put forward suggestions for future research.To sum up, knowing about the correlation between English learning motivation and English learning strategies, teachers can improve their teaching methods and strategies in order to inspire the students’ learning motivation. In this way, English teaching will get better results.

【关键词】英语学习动机 英语学习策略 相关性

【英文关键词】English learning motivation English learning strategies correlation

【目录】非英语专业研究生英语学习动机与学习策略相关性之调查研究

ABSTRACT11-12

List of

Abbrveiations16-17

Chapter One

摘要13-14

List of

Figures14-15Tables15-16

Introduction17-22Study17-19

1.1 Background of the

1.3

1.2 Purpose of the Study19-20

Significance of the Study20-21Thesis21-22Review22-52

1.4 Overview of the

Chapter Two Literature 2.1 Research on LLM22-37

2.1.1

Theories on Motivation22-25Views on Motivation22-24Motivation24-25Perspective25

2.1.1.1 Early Psychological 2.1.1.2 A Cognitive View of

2.1.1.3 A Social Constructivist 2.1.2 Definition of LLM25-27

2.1.3

Classification of LLM27-31Instrumental Motivation27-28Extrinsic Motivation28-31Learning31-37Model32-35Framework35-36Model36-37

2.1.3.1 Integrative and 2.1.3.2 Intrinsic and 2.1.4 Motivation in L2

2.1.4.1 Gardner’s Socio-educational 2.1.4.2 Dornyei’s Three-level

2.1.4.3 Williams and Burden’s 2.2 Research on LLS37-50

38-41

2.2.1

2.2.1.1

Theoretical Foundation for the Study of LLSAnderson’s Adaptive Control of Thonght(ACT)Model38-39

2.2.1.2 Biggs’ Student

39-4040-41

2.2.1.3 2.2.2

Approaches to Learning(SAL)FrameworkGardner’s Socio-educational ModelDefinition of LLS41-44

2.2.3 Classification of

LLS44-482.2.3.1 Early

2.2.3.2 Recent

2.2.4 Factors Influencing Choice

Classifications44-46Classifications46-48of LLS48-50and LLS50-52Introduction52Questions52-53Instruments54-55Analysis55-57Discussion57-76Questionnaire57-62ELM57-59Item59-62

2.3 Research on the relationship between LLM Chapter Three Methodology52-573.2 General and Specific Research 3.3 Subjects53-54

3.4

3.6 Data

3.1

3.5 Data Collection55Chapter Four Results and 4.1 Results from ELM 4.1.1 General Analysis of

4.1.2 Detailed Analysis of Each 4.2 Results from ELS

4.2.1 General Analysis of

Questionnaire62-67ELS62-64Item64-67ELS67-71Model71-76

4.2.2 Detailed Analysis of Each 4.3 Correlation Analysis on ELM and 4.4 Establishment of Linear Regression Chapter Five Implications and

5.1 For English

Recommendations76-81Teachers76-79Motivation76-77Training77

5.1.1 Enhance Students’ Intrinsic 5.1.2 Plan and Carry Out LLS

5.1.3 Provoke Students’ Interest and

Involvement in English Class77-785.1.4 Inspire

5.2 For

Students’ Learning Autonomy after Class78-79Non-English Major Postgraduates79-81Checklist79Process79Language79-80

5.2.1 Fill out a

5.2.2 Involve in the Language Learning 5.2.3 Pay Constant Attention to Improving

5.2.4 Build up

Chapter Six 6.1 Major Findings81-83Bibliography84-89

6.2

Self-confidence80-81Conclusion81-84Limitations83-84-92

Appendix89

Acknowledgements92-93List of Published

Papers93-94学位论文评阅及答辩情况表94

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