不同年级英语专业学生学习动机与学习策略相关性研究

摘要

本研究以大连海洋大学英语专业的大一、大二、大三212名学生为样本，采用问卷调查和访谈两种研究方法，以学习动机的社会心理模型、内在动机理论、动态系统理论为指导，研究了英语专业学生学习动机、学习策略及两者的关系在三个年级之间存在的差异性和变化趋势，并探讨了其原因所在。
　　研究结果表明，(1)工具型动机是英语专业学生的主要学习动机;三个年级学生的内在兴趣动机存在显著差异，且有明显增强的趋势;而出国动机在三年间出现了下降趋势;学习情境动机、近期目标动机在不同年级间具有一定差异，且存在上升趋势。(2)学生对学习策略的选择，随年级的不同表现出明显的差异性，且每种学习策略在不同年级间差异的显著性不同;六大学习策略均在三年间均呈现上升趋势。(3)不同年级学生的学习动机和学习策略的关系具有一定的差异性。动机类型与学习策略的相关性在不同年级间呈现明显差异性。动机强度与学习策略的相关性最明显，主要表现在该动机变量与策略变量中的五大策略类型都存在显著相关性，且在不同年级间存在正、负相关的差异性。
　　了解英语专业学生的学习动机和学习策略，特别是不同年级学生的学习动机和学习策略的差异性，探究两者关系在每个年级的特点，提出有针对性的教学策略和学习策略，对于提高高校英语教学效果，帮助学生培养自主学习和终身学习的能力有重要意义。

目录

声明

摘要

ABSTRACT

List of Abbreviations

Contents

Chapter 1 Introduction

1．1 Background of the Research

1．2 Significance of the Research

1．3 Organization of the Thesis

Chapter 2 Literature Review

2．1 Language Learning Motivation

2．1．1 Definitions of Motivation

2．1．2 Motivation Models and Theories

2．1．3 Related Studies on Language Learning Motivation

2．2 Language Learning Strategies

2．2．1 Definitions of Learning Strategies

2．2．2 Classifications of Learning Strategies

2．2．3 Related Studies on Language Learning Strategies

2．3 Related Studies on the Relationship Between Learning Strategies and Motivations

Chapter 3 Research Methodology

3．1 Research Questions

3．2 Participants

3．3 Instruments

3．3．1 Questionnaire

3．3．2 Interview

3．4 Data Collection

3．5 Data Analysis

Chapter 4 Results and Discussion

4．1 Features of English Learning Motivation

4．1．1 Overall Features of Each Motivation Type Across the Three Grades

4．1．2 Features of Motivational Intensity

4．2 Features of English Learning Strategies

4．2．1 Overall Features of Strategy Choice Across the Three Grades

4．2．2 Specific Features of Each Strategy Choice Across the Three Grades

4．3 Correlation Between Motivation and Learning Strategies

4．3．1 Correlation Between Memory Strategies and Motivation

4．3．2 Correlation Between Cognitive Strategies and Motivation

4．3．3 Correlation Between Compensation Strategies and Motivation

4．3．4 Correlation Between Metacognitive Strategies and Motivation

4．3．5 Correlation Between Affective Strategies and Motivation

4．3．6 Correlation Between Social Strategies and Motivation

Chapter 5 Conclusion

5．1 Major Findings

5．2 Pedagogical Implications

5．2．1 Pedagogical Implications for the Promotion of ELM

5．2．2 Pedagogical Implications for English Learning

5．3 Limitations and Suggestions

References

Appendix

Acknowledgements

Resume