A Research on English Learning Motivation and Learning Strategies ——A Quantitative Investigation on Non-English Major Upgrading Students
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摘要: 研究以129名非英语专业"专升本"学生为对象,调查研究了英语学习动机、学习策略及二 者的关系。研究结果表明:"专升本"学生倾向于工具型动机,且动机强度不高;同时,学习 策略使用频率趋于中等水平,补偿策略是学生最常用的,其余依次为记忆、元认知、认知、 情感和社交策略;学习动机与学习策略呈一定程度的正相关,动机类型和动机强度影响策略 选择和使用;其中动机强度、融入型动机和工具型动机均对策略有正向预测作用,三者能联 合解释学习策略44.7%的变异量。Abstract: In order to explore English learning motivation and learning strategies used by non-English major upgrading students and their correlation, this paper tries to investigate 129 upgrading students. The main findings are summarized as follows: Instrumental motivation takes a dominant position among non-English major upgrading students and their motivational intensity is not high. Meanwhile, they employ learning strategies at a medium level. Compensation strategies are employed most frequently, and are followed by memory, metacognitive, cognitive, affective and social strategies. There are certain positive correlations between learning motivation and strategies. Motivational orientations and intensity influence the choice and use of learning strategies. The combined effect of motivational intensity, integrative motivation and instrumental motivation is predictive of strategy use. 44.7% of variance in strategy use can be accounted for by the combined effect.
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Keywords:
- upgrading students /
- learning motivation /
- learning strategies /
- correlation
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