非英语专业大学生英语学习动机和学习策略关系调查研究——以西南交通大学为例

发布时间：2018-06-01 15:24

本文选题：学习动机 + 学习策略　；参考：《海外英语》2016年23期

【摘要】：以高一虹(2003)的动机类型调查问卷、Oxford(1989)语言策略查核表(SILL)和英语公共四级成绩为研究工具,文章旨在研究高、低英语水平非英语专业大学生在英语学习动机强度及学习策略使用方面的差异,并探讨英语学习动机和学习策略的关系。文章运用SPSS 20对数据进行描述性统计分析、独立样本T检验和Pearson相关性分析,研究结果如下:1)高水平学习者内在兴趣动机显著强于低水平者,而低水平学习者的成绩动机则显著强于高水平者;2)高水平学习者在记忆、认知、补偿和元认知策略的使用上显著多于低水平者,在情感和社会策略使用方面差异不显著;3)英语学习动机和学习策略呈显著相关:内在兴趣和个人发展动机与所有学习策略均呈显著正相关系;学习情境、出国、社会责任和信息媒介与大多数学习策略呈显著正相关系;成绩动机与认知与元认知策略呈显著负相关系。
[Abstract]:The purpose of this paper is to use the questionnaire of motivation types of Senior one Hongyan 2003 (Oxford1989) and the English Public Grade 4 (CET-4) as the research tools. The differences in the intensity of English learning motivation and the use of learning strategies among non-English majors with low English proficiency and the relationship between English learning motivation and learning strategies were discussed. This paper uses SPSS 20 to analyze the data, independent sample T test and Pearson correlation analysis. The results are as follows: 1) the intrinsic interest motivation of high level learners is significantly stronger than that of low level learners. However, low level learners' performance motivation was significantly stronger than that of high level learners (P < 0. 05) the use of memory, cognition, compensation and metacognitive strategies by high level learners was significantly higher than that of low level learners. There is no significant difference in affective and social strategy use. (3) there is a significant correlation between English learning motivation and learning strategy: intrinsic interest and personal development motivation are positively related to all learning strategies; Social responsibility and information media are positively correlated with most learning strategies, while achievement motivation is negatively correlated with metacognitive strategies.
【作者单位】：西南交通大学外国语学院;
【分类号】：H319.3

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