实数完备性研究及应用毕业设计论文

1、外国语学院英语系英语学术论文写作课程论文题目：The Correlation between English Majors English LearningMotivation and Their Learning Strategies姓名:学号:班级:2011级6班日期：2013年12月成绩教师签名：Contents TOC o 1-5 h z HYPERLINK l bookmark4 o Current Document Abstract i摘要 i. HYPERLINK l bookmark30 o Current Document Introduction 1 HYPERLINK l

2、 bookmark6 o Current Document Backgro und of the Study1 HYPERLINK l bookmark8 o Current Document Sign ifica nee of the Study2 HYPERLINK l bookmark10 o Current Document Purpose of the Study2 HYPERLINK l bookmark12 o Current Document Overview of the Thesis2Literature Review .3Research on En glish Lear

3、 ning Motivati on.3 HYPERLINK l bookmark14 o Current Document Defin iti on of ELM3 HYPERLINK l bookmark16 o Current Document Classificati on of ELM4 HYPERLINK l bookmark18 o Current Document In tegrative Motivati on and In strume ntal Motivati on4 HYPERLINK l bookmark20 o Current Document Intrin sic

4、 Motivati on and Extri nsic Motivati on5The Relatio nship between the Two Motivati onal Dichotomies.6Research on En glish Lear ning Strategies.6 HYPERLINK l bookmark24 o Current Document Defini tio n of ELS7 HYPERLINK l bookmark26 o Current Document Classificati on of ELS7Research on the Relati on s

5、hip of En glish Lear ning Motivatio n and En glish HYPERLINK l bookmark28 o Current Document Lear ning strategies10Methodology 11 HYPERLINK l bookmark32 o Current Document 3.1Question. 11 HYPERLINK l bookmark34 o Current Document Subjects 12 HYPERLINK l bookmark36 o Current Document Instruments12 HY

6、PERLINK l bookmark38 o Current Document Data Collection13 HYPERLINK l bookmark40 o Current Document Data Analysis13 HYPERLINK l bookmark42 o Current Document Results and Discussion13 HYPERLINK l bookmark44 o Current Document Results from ELM Questionnaire13 HYPERLINK l bookmark46 o Current Document

7、Results from ELSQuestionnaire16 HYPERLINK l bookmark48 o Current Document Correlatio n An alysis on ELM and ELS17Con clusi on 19References .22Appendix24 majors of North West Normal Un iversity from juniors. Then, all the collected data were in put in computer, and an alyzed by Excel and SPSS 17.70.

8、But because of my limited kno wledge, I can only figure out some of nu mbers, such as maximum, minimum, average, sta ndard deviatio n and means. I can not analyze the correlation between ELM and ELS. So the major findings are as followi ngs.English majors have a very strong motivation towards their

9、English learning. Specifically speaking, integrative motivation plays the leading in English learning. They also have a strong intrin sic motivati on for lear ning En glish. However, compared with these two kinds of motivati on,the intensity of instrumental motivation is relatively low. They are lea

10、st motivated by extrinsic motivati on.As far as the general situation of learning strategies is concerned, English majors will employ differe nt lear ning strategies for their En glish lear ning. To be specific, affective strategiesare most inclined to be used in their English learning process. Cogn

11、itive strategies and meta-cognitive strategies are also employed frequently. However, comparatively speaking, memory strategies and compe nsatio n strategies are less freque ntly used by En glish lear ners. And social strategies are the least employed one among all these types.In terms of the correl

12、ation between ELM and ELS, there is a significantly positivecorrelati on betwee n the two. To put it more specifically, the in tegrative motivati on has a positive correlation with all types of English leaming strategies strongly. Besides, intrinsic and extrinsic motivati ons also have strong correl

13、ati ons with some categories of leam ing strategies. For example, learners who have stro ng intrin sic motivatio n may ofte n use memory, cog nitive, meta-cog nitive, affective and social strategies, but lear ners who are extri nsicallymotivated are quite in cli ned toemploy memory, meta-cognitive,

14、affective and social strategies. However,as for instrumental motivation, it shows little correlation with learning strategies. Furthermore, students who are highly motivated employ learning strategies much more frequently. The higher motivation stude nts have, the more freque ntly they use strategie

15、s.LimitationsThrough investigation, some results and findings are obtained by answering the questio nn aires. However, there are some limitati onsFirst, because of the number of questionnaires is small, the the subjects are not very represe ntative. So they can not be used to sta nd for all the situ

16、ati on of En glish majors.Second, the data were an alyzed with Excel or SPSS. But some of them are not very exact,and the statistics offered are not eno ugh, because of my little kno wledge about the two in strume ntsThird, owing to this is the first time to in vestigate subjects, with little experi

17、e nee, the process of analyzing collected data were not in order. As a result, much time were wested on the data an alyses.Refere ncesBrow n, H. D. (2000). Prin ciple of Lan guage Lear ning and Teachi ng Beiji ng: Foreig n Lan guage Teachi ng and Research Press.Chamber, J. N. (1999). Motivating Lang

18、uage Learners. Vlevedon: Multilingual Matters Ltd.Chamot, A. U. 1990. The Cognitive Academic Language Learning Approach; a resource guide for teachers Read ing, Mass; Addis on-Wesley.Corder, S. P (1973).Introducing applied linguistic . Harmondsworth: Perguin Books.Csiksze ntmi nhalyi, M. And J. Naka

19、mura. (1989). The Dyn amic Intrin sic Motivati on: astudy of adolescents. In C. Ames and R.E. Ames (eds).Researchon MotivationEducation, vol. 3, Goals andCogn iti ons. London:Academic Press.Deci, E. L. (1975). Intrinsic Motivation . New York: Plenum.Dornyei, Z. (1998). Motivation in a Second and For

20、eign Language Leaming.Lan guage Teach ing 31.117-135Dorny ei, Z. (2005). Teach ing and Research ing Motivation Beiji ng: Foreig n Lan guage Teach ing and Research Press.Ehrma n, M. (1990).The Role of Pers on ality Type in Adult Lan guage Lear ning: An OngoingInvestigation. In Party and Stansfield (e

21、ds). LanguageAptitude Reco nsideredEn glewood Cliffs, NJ; Pren tice Hall.Ellis, R. (1999).U ndersta nding Second Lan guage AcquisitionSha nghai Foreig n Lan guage Educatio n Press.Gardner, R.C. and W. E. (1972). Lambert. Attitudes and Motivatio n in Seco nd Lan guage Lear ning Rowley, MA: Newbury Ho

22、use.Gardner, R.C. (1985). Social Psychology and Language Learning: The Role of Attitudes andMotivati on .London:Edward Arno Id.Keller, J. M. (1983). Motivation Design of Instruction. In Reiyelruth, C.M. (ed) InstructionalDesign Theories and Models: An Overview of TheirCurre nt Status Lawre neeErlbau

23、m, Hillsdale, NJ.Naima n, N., Fron lich, M., Stern, H. H., and Todesco. A. (1978). The Good Lan guage Learner. Philadelphia, PA: Multili ngual Matters.OMalley, J. M., and Chamot, A. U. (1990). Learni ng Strategies in Seco nd Lan guage Acquisiti on. Cambridge: Cambridge Uni versity Press.Oxford, R. 1

24、992/1993. Lan guage lear ning strategies in a nu tshell: update and ESL suggestion” TESOL Journal, 2(2), 18-22Oxford, R. L (2008). Lan guage Lear ning Strategies: What Every Teacher Should Know. Beiji ng: World Publish ing Corporati on.Qin, Jie. Tian, Jinping. (2008). En glish Subject Educology Beij

25、i ng: Foreig n Lan guage Teachi ng and Research Press.Rubin, J. 1975.”What the good Ian guage lear ner can teach us.TESOL Quarterly 9: 41-51Rubin, J.(1981). Study of Cogn itive Process in Second Lan guage Lear nin Applied Lin guistics, 11, 117-131.Spolsky, B.(1969). Attitudinal Aspects of Second Lan

26、guage Learning. Language Learni ng, 19: 271-283.Wang, lifei. 2001. Strategy Study in SLA: problems and strategies. In Foreign Lan guage Teach ing Abroad4.Wen, Q. 1996). En glish Lear ning Strategy. Sha nghai; Sha nghai Foreig n Lan guage Educatio n Press.Williams.M & Burden.R.L.(2000).Psychology for

27、 Ianguage teachers: A social con structivist approach. Beiji ng: Foreig n Lan guage Teachi ng and Research Press.Won g-Fillmore, L. (1976).The Sec ond Time Around: Cogn itive and Social Strategies in Second Lan guage Lear ning in Classroo m. In Wilk inson (ed.) Communi cat ing in the Classroom New Y

28、ork: Academic Press.Van dergrift L. (2005). Relati on ship among motivati on orie ntatio ns,meta cog nitive aware ness and proficie ncy in L2 Liste nin g.Applied Lin guistics, 26(1), 70-89.秦晓晴.中国大学生外语学习动机研究M.北京：高等教育出版社，2007. 文秋芳.应用语言学习方法与论文写作M.北京：外语教学与研究出版社，2004.Appendix英语学习动机与学习策略调查问卷亲爱的同学：你好！本问卷的主

29、要目的在于了解一下你的英语学习动机与学习策略情况。本问卷无需署名所有问题的答案均没有正误之分，只是为了学术研究的需要。希望你根据自己的真实情况如实填写，实填写，结果将被严加保密,请你放心填写答案，不必有任何顾虑。真诚感谢您的合作1完全不符合我的情况；2通常不符合我的情况；3有时符合我的情况；4通常符合我的情 况；5完全符合我的情况。第一部分：个人信息性别:年龄：性别:年龄：年级: 所学专业：第二部分：英语学习动机完全不符 合我的情况通常不符合 我的情况有时符合我 的情况通常符合我的情况完全符合 我的情况1 .英语作为一门国际通用语言 ,学习它能够帮 助我更好地认识世界。123452.我学习英语是为了与外国人更好的交流。123453.我想融入英美文化。123454.对我来说，上英语课的一个目标就是尽可能 多地了解有关英语国家的一些知识。123455.我努力学习英语是为了更好的看英文电影， 听英文歌。123456.我学习英语主要是为了通过考试。123457.我学习英语是为了毕业后找到一份更好的 工作。123458.在英语课上，我的主要目标是让我的英语成 绩超过班上大多数的同学。123459.我对英语很感兴趣。1234510.我想以一