声明
Abstract
摘要
Contents
1.Introduction
1.1 Background of the research
1.2 Significance of the research
1.3 Structure of the thesis
2.Literature review
2.1 Definition and theories of self-regulation learning and motivational regulation
2.1.1 Definition of self-regulation learning
2.1.2 Theoretical perspectives on self-regulation learning
2.1.3 Motivational regulation in Second Language Learning
2.1.4 Motivational regulation in self-regulation learning
2.2 Previous studies on motivational regulation strategies
2.2.1 Concept of motivational regulation strategies
2.2.2 Classification of motivational regulation strategies
2.2.3 Studies on motivational regulation strategies at home
2.3.4 Studies on motivational regulation strategies abroad
3.Methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaire
3.3.2 English proficiency test
3.3.3 Interview
3.4 Procedures of data collection and data processing
4.Results and Discussion
4.1 Overall pattern of use of motivational regulation strategies
4.2 Differences in using MRSs in terms of English proficiency
4.3 Motivational problems encountered by high and low achievers
4.3.1 Low achievers
4.3.2 High achievers
4.4 Different MRSs used by high and low achievers
4.4.1 Interest enhancement
4.4.2 Performance self-talk
4.4.3 Mastery self-talk
4.4.4 Negative-based incentive
4.4.5 Volitional control
4.4.6 Serf-efficacy enhancement
4.4.7 Task value enhancement
5.Conclusions
5.1 Major findings
5.2 Implication
5.3 Limitation of the research and suggestion for future researches
Bibliography
Appendix