实数完备性研究及应用毕业设计论文.docx

实数完备性研究及应用毕业设计论文.docx

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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:

TheCorrelationbetweenEnglishMajors’EnglishLearning

MotivationandTheirLearningStrategies

姓名:

学号：

班级：

2011级6班

日期:

2013年12月

评

语

成绩

教师签名：

Contents

Abstract……………………………………................................................................i

摘要……………………………………......................................................................ii

1.Introduction……………………………………....................................................1

1.1BackgroundoftheStudy....................................................................................1

1.2SignificanceoftheStudy....................................................................................2

1.3PurposeoftheStudy...........................................................................................2

1.4OverviewoftheThesis.......................................................................................2

2.LiteratureReview……………………………………………………………….....3

2.1ResearchonEnglishLearningMotivation…………………………….............3

2.1.1DefinitionofELM.....................................................................................3

2.1.2ClassificationofELM...............................................................................4

2.1.2.1IntegrativeMotivationandInstrumentalMotivation................4

2.1.2.2IntrinsicMotivationandExtrinsicMotivation..........................5

2.1.2.3TheRelationshipbetweentheTwoMotivationalDichotomies.6

2.2ResearchonEnglishLearningStrategies………………………………...........6

2.2.1DefinitionofELS......................................................................................7

2.2.2ClassificationofELS................................................................................7

2.3ResearchontheRelationshipofEnglishLearningMotivationandEnglish

Learningstrategies.........................................................................................10

3.Methodology……………………………………………………………………….11

3.1Question….…………………………………………………………………….11

3.2Subjects………………………………………………………………………..12

3.3Instruments.........................................................................................................12

3.4DataCollection...................................................................................................13

3.5DataAnalysis......................................................................................................13

4.ResultsandDiscussion............................................................................................13

4.1ResultsfromELMQuestionnaire......................................................................13

4.2ResultsfromELSQuestionnaire........................................................................16

4.3CorrelationAnalysisonELMandELS..............................................................17

5.Conclusion…………………………………………………………………………19

References…………………………………………………………………………....22

Appendix......................................................................................................................24

ABSTRCT

Inthelastfewdecades,inChina,thereappearedanation-widerush,whichcausedthetraditional“teacher-centered”classshifttoa“student-centered”one.Thus,manyresearchesbegantofocusonindividuallearners’factors,amongwhichlearningmotivationandlearningstrategiesarethemostimportant.Andtheyattractedresearchers’muchattention.Therefore,basedontherelatedtheoriesandthroughquestionnaireinvestigationresearchesoftheEnglishmajorjuniors,thispaperaimsatexploringthecorrelationbetweenthetwo.SoastoimproveEnglishteachingandlearning.

Thispapercontainsfiveparts.Openingwithageneralintroduction,thispartprovidesbackground,thepresentstudysituation,andthepurposeofthestudy.Inparttwo,literaturereviewisconsistsofdefinition,classificationandothermaintheories.Partthreeisthemethodology.ThroughinvestigatingpartoftheEnglishmajorjuniorsofNorthWestNormalUniversity,thedatawerecollectedandprocessedthroughSPSS17.0.Afteranalysisanddiscussioninpartfour,severalaspectsoffindingsareofferedbythepresentstudy:

1）EnglishmajorjuniorshaveaextremelystrongEnglishlearningmotivation.Amongwhichintegrativemotivationplaysaleading.2）EnglishmajorjuniorsarelikelytoemploydifferentkindsoflearningstrategiesforEnglishlearning.Andaffectivestrategiesaremostfrequentlyemployed.3）ThereisasignificantlypositivecorrelationbetweenEnglishlearningmotivationandstrategies.Besides,studentswhoarehighlymotivatedemploylearningstrategiesmuchmorefrequently.

Inconclusion,knowingabouttherelationshipbetweenEnglishlearningmotivationandEnglishlearningstrategies,notonlystudentscanhaveaclearunderstandingoftheirownlearningmotivationandlearningstrategies,butalsoteacherscanimprovetheirteachingmethodsandstrategiesinordertoinspirethestudents’motivation.Inthisway,Englishteachingwillgetbetterresults.

Keywords:

Englishlearningmotivation；Englishleaningstrategies;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SPSS17.0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

ii

PartOneIntroduction

1.1BackgroundoftheStudy

China,asacountrywiththelargestEnglishlearningpopulation,hasexperiencedthe“Englishrush”sincesheopenedherdoortotheworld,especiallyafterChinaenteredtheWTO.AndatransformationinEnglishteachingandlearninghappenedinthelate1970sandintheearly1980s.Atthatperiod,Grammar-TranslationMethoddominatedtheEnglishclass.Inlate1980s,areformwasonceagainconducted,theclasshadbeenchangedfromthe“teacher-centered”situationto“student-centered”situation.Thatistosay,thefocushadbeenshiftedtoindividuallearners.PeoplegraduallyrecognizedthatEnglishwasnottaughtbygroup,butlearnedbyindividuals.

TherearevariousindividualfactorswhichcaninfluenceL2learning,suchmotivation,age,personality,aptitude,learningstrategies,andsoon.Becauseofthesefactors,someL2learnerscanlearnquicklyandsuccessfully,whileotherscannot.

Itisuniversallybelievedthatmotivationcorrelateshighlywithsecondorforeignlanguagelearning,andthatasuccessfullanguagelearnerisusuallyhighlymotivated（Vandergrift,2005）;andaccordingtoCorder（1973）,“Givenmotivation,anyonecanlearnalanguage.”TheacademicpapersstudyingL2leamingdiscoveredthatdifferentstudentshaddifferentmotivationsforleaming.Generallyspeaking,theirdifferentmotivationscaninfluencetheminaverypowerfulway,eitherinthechoiceoflearningstrategies,ortheformationoftheirleamingstyles.

Researchershaspaidattentiontolearningstrategiessince1960s.LearningstrategiesbecameanotherimportantindividualfactoraffectingL2learningprocess.SomesuccessfulL2learnersmayemploydifferentlearningstrategiesmorefrequentlyandmoreefficiently,therefore,thephenomenonisthatsomepeopleweregoodatlanguagewhileothersmatbelessproficientinL2.Itisbelievedthatlearningstrategiescanimprovethelearningrateandlearningoutcomesofdifferentlearners.Inaddition,itiscommonthatsuitablelanguagelearningstrategiescanmakelearnersbemoreskilledandgreaterconfidence.（Oxford2008,1）

Anotherimportantpointisthatmotivationcanhaveinfluenceonchoosingthelanguagelearningstrategies.Forexample,peoplelearningEnglishmerelyforpassingtheexaminationsorforthefulfillmentofgraduaterequestwillusedifferentlearningstrategiesfromthosewholearningEnglishforinterpersonalcommunicationorlearningthetargetlanguage’culture.

1.2SignificanceoftheStudy

Thestudywouldbesignificantonboththeoryandpractice

Ononehand,itcanenrichtheresearchesonEnglishandlearning,forit’sabouttherelationshipbetweenELMandELS.Ontheotherhand,ithaspracticalvalue,knowingtherelationshipbetweenELMandELScanhelpteacherstochoosepropermethodtostimulatestudents’motivationandenhancetheirstrategyuse.Inaddition,itcanhelpstudentstohaveaclearunderstandingoftheirownELMandELS,andtodevelopasetoftheirownELS.AllofthesecanbebeneficialtoEnglishteachingandlearning.

1.3PurposeoftheStudy

Inrecentyears,manyresearchesonL2learningmotivationandL2learningstrategieshavebeenconductedbymanyscholarsinChina.Butminorityexplorethedeeprelationshipbetweenthetwothroughempiricalmethod.Therefore,forimprovingEnglishteachingandlearning,thedeeprelationshipbetweenELMandELSisvaluabletobestudiedanddiscussed.Sointhethesis,manyaspectsareresearched.Forinstance,whatkindsofELMdoEnglishmajorshave?

WhattypesofELMdotheyusewhentheylearnEnglish?

Andwhat’stherelationshipbetweenELMandELM?

CanELMpredictELS?

TofindoutanswersforthesequestionsandhelpEnglishmajorsknowtheirownELMandwhatkindofELSsuitthemsoastoimproveEnglishteachingandlearningarethespecificandfinalpurposeofthethesis

1.4OverviewofthePaper

Thethesismainly