非英语专业大三本科生英语自主学习能力与学习动机相关性调查  

An Investigation into the Relationship between Third- year Non- English Majors' EAL and Motivations

作　　者：濮志敏[1] 

机构地区：[1]黄山学院外国语学院,安徽黄山245041

出　　处：《黄山学院学报》2015年第1期108-110,共3页Journal of Huangshan University

基　　金：安徽省教育厅教学研究项目(2012jyxm513);黄山学院教研项目(2012JXYJ17);(2013JXYJ14)

摘　　要：将英语自主学习能力与学习动机相结合,对黄山学院非英语专业432名大三本科生英语自主学习能力与学习动机之间的相关性进行定量和定性分析。结果表明学生已经具有一定的英语自主学习能力和较强的学习动机。在影响自主学习能力的四个方面中,学生的计划制定能力强度较强,自我反思与评估能力强度较弱。在七个子动机中,个人发展动机强度最大,情境动机与出国动机强度最弱。同时通过相关性研究表明,总体上自主学习能力与学习动机呈明显正相关。This paper tends to combine learners＇ English autonomous learning（EAL） and learning motivation, with the adoption of quantitative and qualitative approaches, and investigates 432 third-year non-English majors from Huangshan University to discuss the correlation between students＇ ability of EAL and motivation. The result shows that students have a higher EAL ability and stronger motivations. For the four components of EAL, students can well set up goals and make plans in learning, but they are not good at reflecting and assessing their learning. Among seven sub-motivations, motivation out of individual development is the strongest one, while motivation out of learning situation and motivation out of going abroad are the weakest. Furthermore, the study shows that there is a significant correlation between EAL and motivations.

关 键 词：英语自主学习能力 动机 强度 相关性 

分 类 号：H319[语言文字—英语]