Learning strategy attracted the researchers’ attention in 1960s, and gradually became another important factor affecting L2 learning process and outcome. People apply different learning strategies. For example, some people may use these learning strategies more frequently and more efficiently, while others may not. Therefore, there came the facts that some people are good at English, while others may be not in the same case. Now, especially in the education field, learning strategies have become widely recognized. It is sure that learning strategies can help the learners to make the learning much faster, much easier, more pleasant, and more effective (Oxford, 31).
For perfecting the theory and for improving English teaching and learning, it is valuable to study and discuss the correlation between ELM and ELS. To make the circle small, the author does that among the male undergraduates. So, it becomes the theme of this thesis. In order to study it deep and well, many aspects must be researched. Such as what kinds of ELM do they have? What types of ELS do they often employ when learning English? What is the correlation between ELM and ELS? Do ELM and ELS help to promote students’ English learning process? Which ELM and ELS are the best and most effective? The purpose of this thesis is to find the answers for these questions, for the sake of improving students’ English learning.
This study has a great significance both on theory and practice. Theoretically speaking, it can enrich the researches on English teaching and learning. It not only explores the relationship between ELM and ELS, but also carries out an empirical research. So it will provide more evidence and results for researchers who are interested in this issue.
Knowing the relationship between ELM and ELS can well help teachers to choose methods to arouse students’ motivation and better their strategy use. And students can learn to employ appropriate strategies to facilitate their English learning more efficiently.
II. Literature Review
2.1 Definition of LLM
Motivation can hardly be defined in one way, but it should contain the following aspects:(Domyei, 19)
1) Significant goal or need
2) Desire to attend the goal
3) Perception that learning L2 is relevant to fulfilling the goal or meeting the need
4) Belief in the likely success
5) Value of potential outcomes or rewards
In Robert Gardner’s view, “motivation” referred to “a combination of effort plus the desire to achieve the goal of learning the language”. Motivation is mainly a kind of central mental “engine” or “energy-resource” that inspires will and effort, as well as task-enjoyment (Domyei, 48). 师范学院男生英语学习动机与策略研究(2):http://www.751com.cn/yingyu/lunwen_6225.html