师范学院男生英语学习动机与策略研究

摘要国际国内已开展许多有关学习动机和学习策略的研究，既在理论方面也在实证研究方面都已取得不菲的成就。基于相关的理论与研究，本文通过对周口师范院男生英语学习动机与学习策略的实际情况进行问卷调查，探讨同学们英语学习的动机与英语学习策略以及二者的关系，旨在帮助同学们树立正确的学习动机，以期采用正确高效的学习策略，提高英语成绩和英语能力。
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。在第二部分中，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出了文献综述。第三部分说明了研究方法。通过对周口师范男生进行问卷调查，将得到的相关数据收集并分析。在第四部分中本文对数据进行了细致地分析和讨论，然后，在第五部分，针对研究结果，建议英语教师与普通师范男生改进自身，以最终促进英语学习。最后，结论部分对本研究的主要发现进行了总结。关键词: 普通师范学院男生; 英语学习动机; 英语学习策略; 研究8032
Abstract
A lot of researches have been conducted to study on learning motivation and learning strategies both at home and abroad, either in the aspects of theory or the empirical exploration. Based on related theories and through questionnaire investigation among the male undergraduates in Zhoukou Normal University, this thesis aims at helping us undergraduates establish the right learning motivations and employ the most effective learning strategies to learn English well by exploring the two matters and their correlation.
The thesis consists of six parts, opening with an introduction, narrating the purpose and significance of the study. In the second part, literature review is made. Part Three introduces the research methodology. Through investigating parts of the male undergraduates in Zhoukou Normal University, the data were collected. After analysis and discussion in Part Four, several aspects of findings are offered by the author. Then, in Part Five, some implications and recommendations are drawn from the results suggesting that both teachers and students should improve themselves from different angles. Finally, Part Six, Conclusion sums up the major findings of this thesis.
Key words: Male undergraduates in ordinary normal university; English learning motivations; English learning strategies; Study
Contents
摘要.....i
Abstract.......ii
I. Introduction..1
II. Literature Review......2
2.1 Definition of L.LM....2
2.2 Classification of LLM....2
2.3 Definition of LLS....4
2.4 Classification of LLS.4
2.5 Factors Influencing Choice of LLS..5
2.6 The Relationship between LLM and LLS.6
III. Research Method7
3.1 General and Specific Research Questions..7
3.2 Instruments...8
3.3 Data Collection.......9
IV. Results and Analyses......9
4.1 Results from ELM Questionnaire.......9
4.2 Results from ELS Questionnaire...10
4.3 Correlation Analysis on ELM and ELS11
V. Implications and Recommendation...12
5.1 For English Teachers...12
5.1.1 Enhance Students’ Intrinsic Motivation.............12
5.1.2 Plan and Carry Out LLS Training......................12
5.1.3 Provoke Students’ Interest and Involvement in English Class.......13
5.2 For male undergraduates.........13
5.2.1 Make a Checklist.....14
5.2.2 Involve in the Language Learning Process......................14
5.2.3 Pay Constant Attention to Improving Language.14
5.2.4 Build up Self-confidence..14
VI. Conclusion........15
Bibliography.16
Acknowledgements....17
A Survey Study on English Learning Motivation and Strategies of Male Undergraduates in Ordinary Normal Universities
I. Introduction
Since Reform and Opening-up, especially after China’s entering WTO, more and more people are learning English. English learners vary considerably both in how quickly they learn and in how successful they are. Studies find that the explanation lies in age, aptitude, motivation, personality and learning strategies (Ellis, 123). Motivation was a variable that has been most frequently considered when discussing inpidual differences in second language acquisition (SLA). According to Ellis’s study, a good language learner should have a strong reason, and develops “the duty stimulation” strongly (122). Academic papers discovered that different students had different learning motivations. Generally speaking, their different motivations can greatly influence them either in the choice of learning strategies, or the formation of their learning styles. 师范学院男生英语学习动机与策略研究:http://www.751com.cn/yingyu/lunwen_6225.html