學(xué)習(xí)者論文職業(yè)院校學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略的研究

1、學(xué)習(xí)者論文|職業(yè)院校學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略的研究    特別聲明:站內(nèi)論文除注明為本站原創(chuàng)外,其他均來(lái)自網(wǎng)友投稿或公共網(wǎng)絡(luò)資源,本站不提供全文下載,版權(quán)歸原作者所有,僅供學(xué)習(xí)研究參考,不得用作商業(yè)目的；如需要資料請(qǐng)聯(lián)系本站代為收集！3 0 d8 n% X8 S2 E中文摘要        語(yǔ)言學(xué)習(xí)動(dòng)機(jī)一直是被看作影響學(xué)生外語(yǔ)成績(jī)的重要變量之一,而語(yǔ)言學(xué)習(xí)策略是學(xué)習(xí)者有目的的提高學(xué)習(xí)效率所采用的方法和步驟。我國(guó)國(guó)內(nèi)高等教育有關(guān)語(yǔ)言學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略的研究對(duì)象大多是英語(yǔ)專業(yè)或非專業(yè)的大學(xué)本科生或?qū)？粕?很少有針對(duì)高

2、等職業(yè)教育中的高職高專學(xué)生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī),學(xué)習(xí)策略方面的研究。而隨著我國(guó)的高等教育漸趨大眾化,高職高專在校生的比例已經(jīng)超過(guò)所有在校大學(xué)生總數(shù)的一半以上,而與此同時(shí)一個(gè)突出問(wèn)題是高職高專學(xué)生入學(xué)總體水平較低,與本科院校的學(xué)生有很大差別,這種新的形勢(shì)下,針對(duì)高職生英語(yǔ)學(xué)習(xí)的研究己經(jīng)顯得十分必要。        近二十年來(lái),國(guó)外的一些學(xué)者越來(lái)越多地關(guān)注語(yǔ)言學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略之間的關(guān)系。Rod Ellis認(rèn)為“學(xué)習(xí)者的動(dòng)機(jī)強(qiáng)度與他們所采用的學(xué)習(xí)策略的數(shù)量存在著因果關(guān)系”。Oxford and Nyikos認(rèn)為“學(xué)習(xí)動(dòng)機(jī)是影響學(xué)習(xí)者選擇學(xué)習(xí)策略的一個(gè)十分重要的因素

3、”。Politzer和McGroaty d研究表明“學(xué)習(xí)者的學(xué)習(xí)目標(biāo)很可能決定著學(xué)習(xí)者的學(xué)習(xí)策略”。所有這些聯(lián)系都表明學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)策略是有聯(lián)系的,但是并未指出這兩者之間究竟存在著怎樣的聯(lián)系,善于學(xué)習(xí)者和不善于學(xué)習(xí)者在.- p! ' X6 j5 t6 e  q6 ?英文摘要         Language learning motivation has been considered as one of the important variables affecting learnerslanguage learning a

4、chievements; language learning strategies are specific behaviors, steps, or techniques that students often intentionally use to improve their progress in developing L2 skills (Oxford, 1993). In our country,most of the researchs subjects focus on English majors or non-English majors in Chinese tertia

5、ry education. However, little research has been done to study the English learni.$ $ x4 a6 " f- J. n: Z  職業(yè)院校學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略的研究5 c$ a4 2 h' l( R- O8 ' ?0 oAbstract4-6摘要7-12Introduction12-19    0.1 Background of the Study12-14    0.2 Significance of the Resear

6、ch14-17    0.3 Objective of the Study17-18    0.4 Overview of the Thesis18-19Chapter 1 General Survey of the Research into Language Learning Motivation (LLM)19-44    1.1 Definition and Classification of LLM19-29        1.1.1 Definition of L

7、LM19-23        1.1.2 Classification of LLM23-29            1.1.2.1 Integrative Motivation & Instrumental Motivation24-26            1.1.2.2 Intrinsic Motivation & Extrinsic Motivatio

8、n26-27            1.1.2.3 Achievement Motivation27-29    1.2 Related Research into Language Learning Motivation29-35        1.2.1 Influential Theories in Motivational Psychology29-35         

9、;   1.2.1.1 Gardners Motivation Theory29-30            1.2.1.2 Dornyeis Three-level Motivation Theory30-32            1.2.1.3 Expectancy-value Theory32-33            1.2.

10、1.4 Self- determination Theory33-34            1.2.1.5 The Affective Filter Hypothesis34-35    1.3 Factors that Influence Language Learning Motivation35-41        1.3.1 Attitudes35-37        

11、;1.3.2 Interest37-38        1.3.3 Learning Environment38-39        1.3.4 TeachersAuthority Type39-40        1.3.5 TeachersFeedback40-41    1.4 The Significance of Language Learning Motivation in Forei

12、gn Language Learning41-44Chapter 2 General Survey of the Research into Language Learning Strategy (LLS)44-67    2.1 Definition and Classification of Language Learning Strategy44-59        2.1.1 Definition of Language Learning Strategy44-47     &

13、#160;  2.1.2 Classification of Language Learning Strategies47-59            2.1.2.1 Rubins Classification48-49            2.1.2.2 Oxfords Classification49-51            2

14、.1.2.3 OMalleys Classification51-56            2.1.2.4 Cohens Classification56-58            2.1.2.5 Wen Qiufangs Classification58-59    2.2 Factors Influencing the Choice of Learning Strategies59-62  

15、0;     2.2.1 Language Proficiency Level59-60        2.2.2 Age60-61        2.2.3 Personality61        2.2.4 Sex61-62        2.2.5 Career Orientation62  

16、0; 2.3 The Significance of Language Learning Strategy in Foreign Language62-64    2.4 Relationship between Language Learning Motivation and Language Learning Strategy64-67Chapter 3 Research into English Learning Motivation and English Learning Strategy67-97    3.1 Methods of the

17、Research67-70        3.1.1 Subjects67        3.1.2 Instruments67-68        3.1.3 Research Questions68-69        3.1.4 Process69-70    3.2 Results and Discussions70-97

18、0;       3.2.1 Research Question One73-75        3.2.2 Research Question Two75-81        3.2.3 Research Question Three81-89        3.2.4 Research Question Four89-97Chapter 4 Findings an

19、d Implications97-109    4.1 Major Findings97-102        4.1.1 Relationship between Language Learning Motivations and Language Learning Achievement97-98        4.1.2 Relationship between Language Learning Strategies and Language Learning Achievement98-100        4.1.3 Relationship