英语学术论文写作课程论文

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 Learning Motivation and Their Learning Strategies
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班级：2011级6班
日期: 2013年12月
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Contents Abstract (i)
摘要 (ii)
1.Introduction (1)
1.1 Background of the Study (1)
1.2 Significance of the Study (2)
1.3 Purpose of the Study (2)
1.4 Overview of the Thesis (2)
2.Literature Review (3)
2.1Research on English Learning Motivation (3)
2.1.1 Definition of ELM (3)
2.1.2 Classification of ELM (4)
2.1.2.1 Integrative Motivation and Instrumental Motivation (4)
2.1.2.2 Intrinsic Motivation and Extrinsic Motivation (5)
2.1.2.3 The Relationship between the Two Motivational Dichotomies.6
2.2 Research on English Learning Strategies (6)
2.2.1 Definition of ELS (7)
2.2.2 Classification of ELS (7)
2.3 Research on the Relationship of English Learning Motivation and English
Learning strategies (10)
3. Methodology (11)
3.1Question.... . (11)
3.2 Subjects (12)
3.3 Instruments (12)
3.4 Data Collection (13)
3.5 Data Analysis (13)
4.Results and Discussion (13)
4.1 Results from ELM Questionnaire (13)
4.2 Results from ELS Questionnaire (16)
4.3 Correlation Analysis on ELM and ELS (17)
5. Conclusion (19)
References (22)
Appendix (24)
ABSTRCT
In the last few decades, in China, there appeared a nation-wide rush, which caused the traditional “teacher-centered” class shift to a “student-centered” one. Thus, many researche s began to focus on individual learners’ factors, among which learning motivation and learning strategies are the most important. And they attracted researchers’ much attention. Therefore, based on the related theories and through questionnaire investigation researches of the English major juniors, this paper aims at exploring the correlation between the two. So as to improve English teaching and learning.
This paper contains five parts. Opening with a general introduction, this part provides background, the present study situation, and the purpose of the study. In part two, literature review is consists of definition, classification and other main theories. Part three is the methodology. Through investigating part of the English major juniors of North West Normal University, the data were collected and processed through SPSS 17.0. After analysis and discussion in part four, several aspects of findings are offered by the present study: 1) English major juniors have a extremely strong English learning motivation. Among which integrative motivation plays a leading. 2) English major juniors are likely to employ different kinds of learning strategies for English learning. And affective strategies are most frequently employed. 3) There is a significantly positive correlation between English learning motivation and strategies. Besides, students who are highly motivated employ learning strategies much more frequently.
In conclusion, knowing about the relationship between English learning motivation and English learning strategies, not only students can have a clear understanding of their own learning motivation and learning strategies, but also teachers can improve their teaching methods and strategies in order to inspire the students’ motivation. In this way, English teaching will get better results.
Key words: English learning motivation；English leaning strategies; correlation
i
摘要
在过去几十年中，中国出现了学习英语的狂热现象，这也促进了传统的以教师为中心的课堂向以学生为中心的课堂的转变。

因此，许多研究者开始注重个人因素的研究，其中学习动机和学习策略成为两个最重要，也最最受关注的因素。

所以，基于相关理论与研究，本文通过对英语专业大三学生英语学习动机和学习策略的实际情况进行问卷调查，探讨英语学习动机与英语学习策略的相关关系，以期进一步促进英语教学与学习。

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，以及目前的研究状况。

在第二部分，本文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了文献回顾。

第三部分说明了研究方法,通过对西北师范大学英语专业大三的学生进行问卷调查，将得到的相关数据收集并使用 SPSS 17.0 进行处理分析。

在第四章中本文进行了细致的分析和讨论，对本研究主要有以下几方面的发现：一、英语专业大三的学生有着极强的学习动机。

其中，整合型强度最大。

二、英语专业大三的学生倾向于使用不同的学习策略,其中,情感策略被最经常使用。

三、英语专业大三学生的英语学习动机和英语学习策略之间存在显著的正相关性。

并且英语学习动机越强，越倾向于使用学习策略。

总之，了解学生的英语学习动机以及学习策略相关性，不仅学生们对它们自己的学习动机和学习策略有个很清晰的认识，并且教师可以通过改进教学方法和策略有针对性的激发学生的英语学习动机，从而改善教学效果。

关键字：英语学习动机；英语学习策略；相关性
ii
Part One Introduction
1.1 Background of the Study
China, as a country with the largest English learning population, has experienced the “English rush” since she opened her door to the world, especially after China entered the WTO. And a transformation in English teaching and learning happened in the late 1970s and in the early 1980s. At that period, Grammar-Translation Method dominated the English class. In late 1980s, a reform was once again conducted, the class had been changed from the “teacher-centered” situation to “student-centered” situation. That is to say, the focus had been shifted to individual learners. People gradually recognized that English was not taught by group, but learned by individuals.
There are various individual factors which can influence L2 learning, such motivation, age, personality, aptitude, learning strategies, and so on. Because of these factors, some L2 learners can learn quickly and successfully, while others can not.
It is universally believed that motivation correlates highly with second or foreign language learning, and that a successful language learner is usually highly motivated (Vandergrift, 2005); and according to Corder (1973), “Given motivation, any one can learn a language.” The academic papers studying L2 leaming discovered that different students had different motivations for leaming. Generally speaking, their different motivations can influence them in a very powerful way, either in the choice of learning strategies, or the formation of their leaming styles.
Researchers has paid attention to learning strategies since 1960s. Learning strategies became another important individual factor affecting L2 learning process. Some successful L2 learners may employ different learning strategies more frequently and more efficiently, therefore, the phenomenon is that some people were good at language while others mat be less proficient in L2. It is believed that learning strategies can improve the learning rate and learning outcomes of different learners. In addition, it is common that suitable language learning strategies can make learners be more skilled and greater confidence. (Oxford 2008, 1)
Another important point is that motivation can have influence on choosing the language learning strategies. For example, people learning English merely for passing the examinations or for the fulfillment of graduate request will use different learning strategies from those who learning English for interpersonal communication or learning the target language’culture.
1.2 Significance of the Study
The study would be significant on both theory and practice
On one hand, it can enrich the researches on English and learning , for it’s about the relationship between ELM and ELS. On the other hand, it has practical value, knowing the relationship between ELM and ELS can help teachers to choose proper method to stimulate students’motivation and enhance their strategy use. In addition, it can help students to have a clear understanding of their own ELM and ELS, and to develop a set of their own ELS. All of these can be beneficial to English teaching and learning.
1.3 Purpose of the Study
In recent years, many researches on L2 learning motivation and L2 learning strategies have been conducted by many scholars in China. But minority explore the deep relationship between the two through empirical method. Therefore, for improving English teaching and learning, the deep relationship between ELM and ELS is valuable to be studied and discussed. So in the thesis, many aspects are researched. For instance, what kinds of ELM do English majors have? What types of ELM do they use when they learn English? And what’s the relationship between ELM and ELM? Can ELM predict ELS? To find out answers for these questions and help English majors know their own ELM and what kind of ELS suit them so as to improve English teaching and learning are the specific and final purpose of the thesis
1.4 Overview of the Paper
The thesis mainly consists of five parts
The first part opens with a general introduction. First, it presents the background and the present study situation. Second, it points out the purpose of the study which includes the specific research questions. Third, it shows the significance. Finally, it gives the layout of the thesis The second part consists of three sections. Section one first puts forward the definition of the ELM. Then it shows the types of ELM. Similarly, section two reviews ELS from the aspects of definition,classification and factors affecting choice of ELS. Section three reviews the former researches on the relationship between ELM and ELS.
The third part is the question design which consists of four aspects: research questions,
subjects, instruments and the method of data analyses
The fourth part presents the results of the research and discusses them. It begins with the analysis of ELM questionnaire and ELS questionnaire. Then it makes correlation analysis between ELM and ELS
The fifth part is a conclusion of the whole theory. It shows the major findings, displays the implications from the study,and limitations recommendations for further researches
Part Two Literature Review
2.1 Research on English Learning Motivation
2.1.1 Definition of ELM
Motivation is generally referred to an inner impulse, drive, desire, or emotion that gets people going, keeps people moving , and helps people get job done.It is a kind of internal incentive or a kind of desire that makes people take an action. “Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second /foreign language leaming.”(Dornyei,1998,P.117). However, since mastering a L2 is not only an educational issue, but it is also a deeply social event, motivation is a complex,multi-faceted construct (Gardner,1985;Williams & Burden, 2000). So there has been a considerable diversity of motivation concepts rather than a unique definition.
According to Keller(1983), motivation referred to “the choices people make as to what experience or goals they will approach or avoid and the degree of effort they will exert in the respect ”(Brown,2002:152). This is just a simple definition, which gives readers an initial understanding on the concept of motivation.
Ellis (1999:86) regarded motivation as “effort which learners put into l earning L2 as a result of their need or desire to learn it.” Later,he(2000:75) pointed out that attitudes and effective states influence the degree of effort that learners make to learn a L2,and they should also be involved in motivation.
Williams also gave a definition of motivation “motivation may be constructed as a state of cognitive and emotional arousal , which leads to a conscious decision to act,and which gave rise to
a period of sustained intellectual and physical effort in order to attain a previously set goal”.(2000:120). His theory was mainly put forward from a cognitive point of view.
The most influential motivation theory in the L2 field has been Proposed by Robert Gardner and Lambert and their associates in Canada (Gardner & Lambert,1972:Gardner,1985:1988).
In Robert Gardner’view, “motivation” referred to “the combination of effort plus desire to achieve the goal of leaming the language plus favorable attitudes towards leaming the language. Motivation was mainly a kind of central mental “engine” or “energy-center” that inspires effort, want/will and task-enjoyment.(Dornyei,2005:48).
In general all of these researchers are trying to definite motivation from different theoretical aspects and research research reports, there are common thing among them, such as effort, desire, to approach a goal. Ellis and Gardner added attitudes towards learning the language. This thesis mainly presents the definition of motivation from Dornyei, Keller, Ellis ,Williams,Brown,Gardner and Lambert, whose theories also play an important role in L2 leaning in China.
2.1.2 Classification of ELM
So far, because there is no agreement has been achieved on defining motivation in L2 learning, so different types of motivation have emerged according to different dividing criteria. This part mainly presents the previous essential classification of motivation in L2 learning.
2.1.2.1 Integrative and Instrumental Motivation
It is well-recognized that Gardner and Lambert(1972) had done most influential studies of motivation in L2 learning. A key issue in Gardner.s (1985) motivation theory is the relationship between motivation and orientation (Dornyei,2005). Gardner (1972) divided SLL orientation into two categories: integrative and instrumental orientations.
The integrati ve motivation was defined by Gardner and Lambert (1985) as a “motivation to learn a second language because of positive feelings towards the community that speaks that language”. It refers to a positive attitude towards the L2 group, the desires to interac t with L2 community and to learn about their culture. While instrumental motivation refers to quire a language for some practical goals, such as passing the examination, getting scholarships, finding a
good job in the future, or having more chances to be promoted, and so on.
Actually, these two types of motivation are not totally or necessarily mutually exclusive. In most cases, these two type were appeared as a mixture. According to the early Studies of Lambert (1972) and Spolsky (1969) , they found that students with integrative motivation can usually get highs scores in test. Therefore, it can be concluded that integrative motivation is necessary for successful L2 learner. However, soon, some disagreements appeared, for example, in the 1990s , Yasmeen Lukmani and Braj Kaehru proved that English can also be successfully acquired by having instrumental motivation alone.(Brown.2002).
2.1.2.2 Intrinsic and Extrinsic Motivation
There is another distinction of motivation: intrinsic motivation and extrinsic motivation.
Intrinsic motivation was defined by Edward Deci (1975:23) as follows: : “intrinsically motivated activities were ones for which there was no apparent reward except the activity itself. People seemed to engage in the activities for their own sake and not because they lead to an extrinsic reward... Intrinsically motivated behaviors were aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.” (Brown,2002:155) Csikszentmihalyi and Nakamura (1989) also provided a clear definition: “when the experience of doing something generated interest and enjoyment, and the reason for performing the activities lied within the activity itself, then the motivation was likely to be intrinsic.”
Intrinsic motivation refers that people did something because doing the activity itself is enjoyable. It is guided by an interest in the task itself in which one is engaged. Whereas extrinsic motivation refers that people did activity only for gain something else which were beyond the activity itself. It is guided by external stimuli, such as parental approval, offer a reward, threat of punishment, a good grade or even some certain types of positive feedback. 2,1,2,2 The Relationship between the Two Motivational Dichotomies.
2.1.2.3 The Relationship between the two Motivational dichotomies.
The two kinds of motivation types are considered matched in some extend. (Chambers,1999) Learners with integrative motivation learn the target language because they want to be one of their
culture, which can also be interpreted that they learn the language with intrinsic motivation. Similarly, learners with instrumental motivation can also be said that they learn the language with extrinsic motivation because of its emphasis on rewards for achievement. Brown(2000) gives the following matrix of the relationship between the two motivational dichotomies.
Table 2,1 Motivational dichotomies
2.2 Research on English Learning strategies
2.2.1 Definition of ELS
People discuss ELS from the different perspective, since they have not gained a common understanding of learning strategy (Wang 2001) . Some people regard learning strategy as “steps” and “skill” (Rubin 1975: Oxford 1992/1993). Others (Stern 1983) maintains that learning strategy are the general features and common trend, which belong to cognitive psychology. And he discusses the differences between “strategy” and “technique”. Others do have such differences Intrinsic Extrinsic
Integrative L2 learner wishes to integrate with the culture
(e.g..for immigration or marriage) Someone else wishes the L2 learner to
know the L2 for integrative reasons (e.g.. Japanese parents send kids to
Japanese-language school)
Instrumental L2 learner withes to achieve goal by utilizing L2(e.g.. For a career) External power wants L2 learner to
learn L2(e.g,, corporation sends
Japanese businessman to USA for
language training )
（Weinstein & Mayer 1986: Chamot 1990: Wen 1996）.
2.2.2 Classification of ELS
Wang-Fillmore (1976) puts forward a classification of LLS, which mainly consists of 3 kinds of social strategies and other 5 cognitive strategies.
Social strategies Cognitive strategies
Join a group and act as if you understand what is going on
Give the impression, with a few well-chosen words, that you speak the language
Count on your friends for help Assume what people are saying is relevant to the situation at hand
Get some expression you understand, and start talking
Look for recurring parts in the formulas you know Make the most of what you’ve got
Table 2,2 Classification od LLS in L2 acquisition by Wang-Fillmore (1976)
Naiman et al. (1978) and Rubin (1981) also proposed their own specific classification scheme.
Naiman’s scheme contains five broad catego ries and a number of secondary categories, which provides a wider range and greater levels than the strategies put forward by Wang-Fillmore. The details are as follows.
Primary strategies classification Representatives secondary strategies
Active task approach Respond positively to learning opportunity or seek
and exploit learning environment
Add related language learning activities to regular
classroom program practice
Realization of language as a system Analyze individual program
Make L1/L2 comparison
Analyze target language to make inference
Mack use of the fact that language is a system
Realization of language as means of communication Emphasize fluency over accuracy
Seek communicative situations with L2 speakers
Management of affective demands Find sericultural meanings
Cope with affective demands in learning Monitoring L2 performance Constantly revise L2 system by testing inference
and by asking L2 native speakers for feedback
Table 2,3 Classification od LLS in L2 acquisition by Naiman et al.(1978)
Rubin divided learning strategies into 2 primary groupings and several subgroups (See Table 2,4)
Primary strategies classification Representative secondary strategies
Strategies the directly affect learning Classification/verification
Monitoring
Memorization
Guessing/inductive inference
Deductive reasoning
practice
Process that contribute indirectly to learning Create opportunities for practice
Production trick
Table 2,4 classification of LLS in L2 acquisition by Rubin (1981)
recently, there are also some other descriptive studies on the classification of LLS. The most
two comprehensive of LLS were produced by O’Malley and Chamot (1990) and Oxford (1990).
O’Malley and Chamot (1990) divided learning strategies into three types: cognit ive strategies, meta-cognitive strategies, and social/affective strategies.
In their opinion, meta-cognitive strategies ”are higher order executive skills that may entail planning for, monitoring for evaluating the success of a learning activity “ (O.Mal ley and Chamot, 1990:44). They are some detailed strategies, such as advanced organizers, advanced preparation, delayed production, directed attention, self-monitoring, self-evaluation, and self-management. (Qin,2008:224)
Cognitive strategies are skills th at can “operate directly on incoming information manipulating it in ways that enhance leaming” (O.Malley and Chamot, 1990:44) In terms of function, they are more operative and cognitive-processing, such as repetition, grouping, resourcing, recombination, key word, contextualization, translation, transfer, directed physical response and so on (Qin, 2008: 224)
Social /affective strategies are skills that “involves either interaction with another person or ideational control over affect”. Such as self-talk, question for clarification and cooperation which are all belong to social/affective strategies.(Qin, 2008;224)
Based on the early theoretical works, Oxford produced another more comprehensive classifications by using an inductive approaches.
Oxford (1990) divided LLS into two types: direct strategies and indirect strategies. To make them more specific, direct strategies directly involved the language being learned. And it can be further divided into memory strategies, cognitive strategies and compensation strategies. On the contrary, in many cases, indirect strategies supported or managed the target language learning, although they were not directly in the target language. Indirect strategies involve affective strategies,meta一cognitive strategies and social strategies. We can see they are involved in O’Malley and Chamot’classification.
The following will clearly explain the major classification which consists of six strategy groups and a total of 19 strategy sets (Oxford, 1990)
Direct strategies Indirect strategies
Memory strategies Cognitive strategies Compensation strategies Meta-cognitive strategies Affective strategies Social strategies
Table 2,5 table of direct strategies and indirect strategies
2.3 Research on the Relationship of English Learning Motivation and English learning strategies
Since 1990s, research on LLS are both extended and deepened. But later the research area is expanded to the relation ship of LLS and LLM, LLM and LLS, which are modifiable, are Considered as the most important two factors that can influence SLA. Thus, how motivation influence the LLS choice arouse the researchers’s interest.
Based on the study of the university students in USA learning foreign languages, Oxford and Nyikos (1989) put forward that “the degree of expressed motivation was the single most powerful influence on the choice of language learning strategies” in their article Variable Affecting Choice of Language Learning Strategies by University Students. (p294) They found that “ highly motivated students used more strategies relating to formal rule-related practice, functional practice, general study, and conversational/input elicitation than poorly motivated students ”.
However, Ehrman (1990) presented a different one, he found that the students at the US Foreign Service Institute possess highly instrumental motivation more frequently, and they employed functional practice and communication-oriented strategies, which were sharp contract to Oxford and Nyikos’s findings.
In China, there are also researches on the relationship between LLM and LLS, but not so much. Liu Jiaxia (1998) conducted researches on the relationship among LLM, LLS and learning
achievements. She found that LLS had a significant negative correlation with surface motivation and a significant positive correlation with deep motivation. (Qin, 2007:78)
Wen Qiufang (2001) also did a research on this issue. She did a longitudinal survey on 72 English majors who were admitted into Nanjing University in 1996. They were asked to respond to the same questionnaire three times in order to find the developing characteristics of motivation, belief sand strategies of English learners in China. According to this research, Wen reported that although the degree of the close connections among these factors was not the same, there was a stable trend of the relations between LLM, LLS and beliefs.
Recently, Qin Xiaoqing (2007) further studied the relationship between LLM and the choice of LLS. Qin investigated 261 non-English majors of Huazhong University of Science and Technology by using questionnaire. The results showed that intrinsic motivation had a greater influence on LLS use than extrinsic motivation. The subjects most frequently use management strategies and use functional practice strategies at least. More over functional practice strategies were more likely to be influenced by motivation intensity compared with the two other strategies.
Part Three Methodology
Introduction
In this paper, juniors of English majors from North West Normal University will be asked to answer questionnaires. Based on the date which the questionnaire show. This paper tries to to find out how ELM oe correlated to ELS. Thus the major sections of the paper are; introduction, specific research questions, subjects, instruments, data collection and data analysis.
3.1 Questions
The main purposes of this paper is the relationship between ELM and ELS among English majors. So the specific research questions are as follows:
1) What is the situation of English majors’ELM?
2) What is the situation of English majors’use of ELS?
3) What Is the Correlation Between English learning Motivations and English learning strategies?
3.2 Subjects
In order to get representative samples and achieve the goal of the paper, 60 questionnaires were distributed to the juniors of English majors of North West Normal University with the help of my friends. Because the questionnaires were given out during the internals of class, all of them were returned. Among them 54 questionnaires were valid, other 10 questionnaires can not be used because of many reasons, for example, some of them were uncompleted, so they were invalid for this paper. These 54 valid questionnaires are all from the same grade-juniors of English majors.
3.3 Instruments
In order to meet the needs of the study, ELM and ELS questionnaire was developed and employed. The questionnaire was made up of two parts. Part A is about ELM and part B is for ELS. There are 16 items in part A. 12 of them were developed by consulting L2 learning motivation questionnaires of Schmidt & Watanabe (2001), Schmidt (1996), Noels et al. (2001), and Gao Yihong et al. (2003). And other 4 were added from other valid questionnaires. In part B, all the 22 items were based on Oxford’d St rategy Inventory for Language Learning (SILL)(1989). These 41 items are all calculated by a 5-point Likert scale: 1=never, or almost never true for me; 2=usually not true of me; 3=some what true of me; 4=usually true of me; 5=completely true almost completely true of me. Based on the LLM and LLS theory reviewed in part two. Patt A researches ELM in four subscales, namely, integrative motivation (Q1-4), instrument motivation (Q5-8), intrinsic motivation (Q9-12), extrinsic motivation (Q13-16). As for ELS, Part B investigate it according to the classification of Oxford’s, namely, memory strategies (Q1-3), cognitive strategies (Q4-7), compensation strategies (Q8-11), meta一cognitive strategies (Q12-15), affective strategies (Q16-19) and social strategies (Q20-22). For the purpose of using
conveniently, the questionnaire is translated into Chinese.
3.4 Data Collection
The questionnaire was conducted in December, 2013. 60 questionnaires were handed out to three chasses during the middle of the class when they took a rest. Of course, before answer the questionnaires, the aim of the questionnaire was clarified to the subjects and they were asked to answer the questionnaires according to their own situations accurately. The time for finishing each questionnaire is about 10 minutes, and collected after 15 minutes. Except the 6 invalid ones which were uncompleted or had other problems, 54 questions were used as final samples.
3.5 Data Analysis
In order to find the answers to the research questions, Statistical Package for Social Science (SPSS) Chinese version17.0 were used to analyze the collected data.
First, aiming to get a general situation of the respondents in ELM and ELS, some descriptive statistics were performed, e,g, frequency, percentage, means and standard deviations. Second, based on the statistics of ELM and ELS above, the relationship between ELM and ELS were studied.
Part Four Results and Discussion
Based on the data collection and data analyses, this part shows the result of the paper. Of course, it gives answers to the research questions which were put forward in the first part of the paper. On the whole, this part contains three parts, they are: a) the descriptive statistics of ELM; b) the the descriptive statistics of ELS; c) the statistic analyses of the relationship of ELM and ELS.
4.1 Results from ELM Questionnaire
The ELM questionnaire consists of 16 items which can be used to measure the participants’ integrative, instrumental, intrinsic and extrinsic motivation for learning English. All of these items are measured by a 5-point Likert scale which were mentioned in part three. Each choice can be used to investigate the students’ELM extent, through which means and standard deviations can be figure out to illustrate the frequencies and extent of ELM.
Table 4,1 gives us information about the descriptive statistic result of ELM scores, including maximum, minimum, average,means and standard deviation.
As far as mens concerned, the higher score is, the more intensive the motivation is. If the mean score is above 3, then the corresponding motivation must be very strong. On the contrary, if。