实数完备性研究及应用毕业设计论文.docx

1、实数完备性研究及应用毕业设计论文外国语学院英语系英语学术论文写作课程论文题目: The Correlation between English Majors English LearningMotivation and Their Learning Strategies 姓名: 学号： 班级： 2011级6班 日期: 2013年12月 评语成 绩 教师签名：ContentsAbstract.i摘要.ii1. Introduction .1 1.1 Background of the Study.1 1.2 Significance of the Study.2 1.3 Purpose of t

2、he Study.2 1.4 Overview of the Thesis.22. Literature Review.32.1 Research on English Learning Motivation.3 2.1.1 Definition of ELM.3 2.1.2 Classification of ELM.4 2.1.2.1 Integrative Motivation and Instrumental Motivation .4 2.1.2.2 Intrinsic Motivation and Extrinsic Motivation .5 2.1.2.3 The Relati

3、onship between the Two Motivational Dichotomies.62.2 Research on English Learning Strategies.6 2.2.1 Definition of ELS.7 2.2.2 Classification of ELS.7 2.3 Research on the Relationship of English Learning Motivation and English Learning strategies.103. Methodology.11 3.1Question. .11 3.2 Subjects.12

4、3.3 Instruments.12 3.4 Data Collection.13 3.5 Data Analysis.134. Results and Discussion.13 4.1 Results from ELM Questionnaire.13 4.2 Results from ELS Questionnaire.16 4.3 Correlation Analysis on ELM and ELS.175. Conclusion19References.22Appendix.24ABSTRCT In the last few decades, in China, there app

5、eared a nation-wide rush, which caused the traditional “teacher-centered” class shift to a “student-centered” one. Thus, many researches began to focus on individual learners factors, among which learning motivation and learning strategies are the most important. And they attracted researchers much

6、attention. Therefore, based on the related theories and through questionnaire investigation researches of the English major juniors, this paper aims at exploring the correlation between the two. So as to improve English teaching and learning. This paper contains five parts. Opening with a general in

7、troduction, this part provides background, the present study situation, and the purpose of the study. In part two, literature review is consists of definition, classification and other main theories. Part three is the methodology. Through investigating part of the English major juniors of North West

8、 Normal University, the data were collected and processed through SPSS 17.0. After analysis and discussion in part four, several aspects of findings are offered by the present study: 1) English major juniors have a extremely strong English learning motivation. Among which integrative motivation play

9、s a leading. 2) English major juniors are likely to employ different kinds of learning strategies for English learning. And affective strategies are most frequently employed. 3) There is a significantly positive correlation between English learning motivation and strategies. Besides, students who ar

10、e highly motivated employ learning strategies much more frequently.In conclusion, knowing about the relationship between English learning motivation and English learning strategies, not only students can have a clear understanding of their own learning motivation and learning strategies, but also te

11、achers can improve their teaching methods and strategies in order to inspire the students motivation. In this way, English teaching will get better results.Key words: English learning motivation；English leaning strategies; correlation i摘要在过去几十年中，中国出现了学习英语的狂热现象，这也促进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

12、开始注重个人因素的研究，其中学习动机和学习策略成为两个最重要，也最最受关注的因素。所以，基于相关理论与研究，本文通过对英语专业大三学生英语学习动机和学习策略的实际情况进行问卷调查，探讨英语学习动机与英语学习策略的相关关系，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目的和意义，以及目前的研究状况。在第二部分，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了文献回顾。第三部分说明了研究方法,通过对西北师范大学英语专业大三的学生进行问卷调查，将得到的相关数据收集并使用 SPSS 17.0 进行处理分析。在第四章中本文进行了细致的分析和讨论，对

13、本研究主要有以下几方面的发现：一、英语专业大三的学生有着极强的学习动机。其中，整合型强度最大。二、英语专业大三的学生倾向于使用不同的学习策略,其中,情感策略被最经常使用。三、英语专业大三学生的英语学习动机和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，越倾向于使用学习策略。总之，了解学生的英语学习动机以及学习策略相关性，不仅学生们对它们自己的学习动机和学习策略有个很清晰的认识，并且教师可以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。 关键字： 英语学习动机；英语学习策略；相关性iiPart One Introduction1.1 Background

14、of the StudyChina, as a country with the largest English learning population, has experienced the “English rush” since she opened her door to the world, especially after China entered the WTO. And a transformation in English teaching and learning happened in the late 1970s and in the early 1980s. At

15、 that period, Grammar-Translation Method dominated the English class. In late 1980s, a reform was once again conducted, the class had been changed from the “teacher-centered” situation to “student-centered” situation. That is to say, the focus had been shifted to individual learners. People graduall

16、y recognized that English was not taught by group, but learned by individuals.There are various individual factors which can influence L2 learning, such motivation, age, personality, aptitude, learning strategies, and so on. Because of these factors, some L2 learners can learn quickly and successful

17、ly, while others can not. It is universally believed that motivation correlates highly with second or foreign language learning, and that a successful language learner is usually highly motivated (Vandergrift, 2005); and according to Corder (1973), “Given motivation, any one can learn a language.” T

18、he academic papers studying L2 leaming discovered that different students had different motivations for leaming. Generally speaking, their different motivations can influence them in a very powerful way, either in the choice of learning strategies, or the formation of their leaming styles.Researcher

19、s has paid attention to learning strategies since 1960s. Learning strategies became another important individual factor affecting L2 learning process. Some successful L2 learners may employ different learning strategies more frequently and more efficiently, therefore, the phenomenon is that some peo

20、ple were good at language while others mat be less proficient in L2. It is believed that learning strategies can improve the learning rate and learning outcomes of different learners. In addition, it is common that suitable language learning strategies can make learners be more skilled and greater c

21、onfidence. (Oxford 2008, 1)Another important point is that motivation can have influence on choosing the language learning strategies. For example, people learning English merely for passing the examinations or for the fulfillment of graduate request will use different learning strategies from those

22、 who learning English for interpersonal communication or learning the target languageculture. 1.2 Significance of the Study The study would be significant on both theory and practice On one hand, it can enrich the researches on English and learning , for its about the relationship between ELM and EL

23、S. On the other hand, it has practical value, knowing the relationship between ELM and ELS can help teachers to choose proper method to stimulate studentsmotivation and enhance their strategy use. In addition, it can help students to have a clear understanding of their own ELM and ELS, and to develo

24、p a set of their own ELS. All of these can be beneficial to English teaching and learning. 1.3 Purpose of the Study In recent years, many researches on L2 learning motivation and L2 learning strategies have been conducted by many scholars in China. But minority explore the deep relationship between

25、the two through empirical method. Therefore, for improving English teaching and learning, the deep relationship between ELM and ELS is valuable to be studied and discussed. So in the thesis, many aspects are researched. For instance, what kinds of ELM do English majors have? What types of ELM do the

26、y use when they learn English? And whats the relationship between ELM and ELM? Can ELM predict ELS? To find out answers for these questions and help English majors know their own ELM and what kind of ELS suit them so as to improve English teaching and learning are the specific and final purpose of the thesis1.4 Overview of the Paper The thesis mainly