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本文通过对高职非英语专业学生英语学习策略、学习动机二者之间关系的研究发现:学生总体的策略使用水平处于中等,最常使用的策略是情感策略和补偿策略,最不常使用的是社会策略和元认知策略;学生总体的学习动机强度处于中等水平,英语学习动机多为融合型动机和工具型动机,具有内部动机的学生为数极少;融合型动机、工具型动机、内部型动机与策略总体使用均为显著相关;六类策略与动机总体均为显著相关;融合型动机与认知策略的相关性最高;学习动机影响学习策略的使用及学习成绩。 相似文献
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张玉翠 《湖北广播电视大学学报》2009,29(10):131-132
运用定量研究方法,以363名非英语专业的本科生为对象,调查了中国大学生英语学习动机的特点,动机调控策略的使用情况,以及两者与英语成绩的关系。研究结果显示：认同调节型外在动机在中国大学生中占主要地位;五种动机调控策略中,成绩型自勉策略使用最频繁;内在动机强的学生在写作、阅读能力相对较强,但具有认同调节型动机的学生听力和语法方面较有优势。 相似文献
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盘玉兰 《南宁师范高等专科学校学报》2014,(2):144-146
学生的英语学习动机直接影响到英语教学效果。为了研究高职非英语专业学生的英语学习动机特点,探索提高高职公共英语教学效果的策略。以Z？Dornyei的三层框架动机理论和建构主义的动机理论为依据,以广州某职业学院2010级学生为对象展开实证研究,对影响非英语专业学生的英语学习动机进行了深入的分析。以高职非英语专业学生大学英语教学教学效果的内在、外在动机互为动机、相互促进,建立自省体验学习机制、营造学习环境等三项策略为基础,提出了基于非英语专业学生英语学习动机的八个激励机制建构方向。 相似文献
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本文通过问卷对高职院校英语专业二年级140名学生听力学习动机、听力学习策略和听力成绩进行调查研究。结果发现：高职生的听力学习动机以应试动机为最高,其次是实用动机和兴趣动机;最常用的听力学习策略是意义策略和社会/情感策略;高职生的学习成绩与学习动机基本呈显著正相关;各种学习策略也与学习成绩呈显著正相关。 相似文献
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《课程.教材.教法》2014,(10)
为了探索在高中英语新课改背景下,高中生英语学习动机调控策略使用情况,本研究对来自四所不同类型高中520名学生进行了关于英语学习动机调控策略的问卷调查。通过探索性因子分析发现:高中生使用七种不同类型的英语学习动机调控策略,学生动机调控策略使用状况不佳。本研究建议在高中英语教学中应当增加动机调控策略培训环节,全面提升学生的动机调控能力,从而提高英语教学质量。 相似文献
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学习动机是驱动学生学习活动的动力所在。然而,在非英语专业大学生中,特别是高职院校的非英专业学生中,英语学习"动机缺失"现象普遍存在。本文在Dornyei的动机三层次理论的基础上,探讨高职非英语专业学生的英语学习"动机缺失"现象,并针对该现象提出激发学生学习动机的策略。 相似文献
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本研究采用定量分析的方法,对江西省某职业技术学院132名高职学生的英语学习动机、观念、策略的情况进行了问卷调查。本调查目的是了解高职学生的英语学习动机、观念和策略的总体状况;动机、观念和策略三者之间的相关影响。研究结果表明：高职学生通常持有或信任英语学习观念,一般具备学习动机和使用学习策略;动机、观念和策略各内部之间分别显著相关。 相似文献
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美国福罗里达州立大学著名心理学教授约翰.M.科勒提出了具有实践意义的ARCS动机模式。本文从ARCS动机理论出发,根据目前高等职业教育人才培养特色和高职非英语专业学生独特的英语学习和英语学习动机特点,从注意、切身性、自信心和满足感四个方面来探讨激发、强化和维持高职非英语专业学生英语学习动机的行之有效的策略,从而提高高职院校英语教师的教学效果和增强高职非英语专业学生的英语学习成效,达到教学相长的目的。 相似文献
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李昆 《外语教学理论与实践》2013,2(1):86-90
本文旨在研究中学生在英语学习中对动机调控策略的使用情况及其和英语成绩的关系。采用问卷的方式对105名高中二年级学生进行了调查,并使用SPSS11.5对数据进行了描述性统计分析、独立样本T检验和相关分析。结果表明：中学生对八种动机调控策略的使用频率均达到了中等或较高水平;女生对动机调控策略的使用频率高于男生;八种动机调控策略中,除后果设想之外的其他七种策略均与英语成绩正相关。 相似文献
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Lohbeck Annette Moschner Barbara 《European Journal of Psychology of Education - EJPE》2022,37(4):1217-1236
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.
相似文献13.
本研究对176名免费师范大专生进行了动机调控策略和自主学习能力的两项问卷调查,通过对数据进行描述性分析、相关性分析和线性回归分析,得出以下结论：免费师范大专生的英语学习动机调控策略与他们的英语自主学习能力总体呈显著的正相关,表现目标唤起策略和自主学习能力无相l关性;任务价值提升、意志控制和兴趣提升策略与自主学习能力相关性最强;表现目标、任务价值、后果设想和自我奖励策略能有效影响英语成绩。 相似文献
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"关心自我"是学会关心的起点。"自我言说"是"关心自我"的一个重要方面,它对人们的伦理自我具有极大的影响作用。迪勒的"自我言说"观强调道德的重要性,其"自我言说"的评价标准及道德教育策略对我国的道德教育会有所启发。 相似文献
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《International Journal of Educational Research》2000,33(7-8):801-820
The goal of this study was to investigate the relation between a set of pre-decisional beliefs including students’ task value, self-efficacy, and learning and performance goal orientations and five post-decisional, implementation strategies students use to regulate their effort and persistence for the academic tasks assigned for a specific class. A group of eighth grade students (N=114) completed a self-report survey that assessed these four motivational beliefs and the frequency that they used five motivational regulation strategies including self-consequating, environmental control, interest enhancement, and mastery and performance self-talk. Results from a series of multiple regressions indicated that the motivational beliefs, as a group, could be used to explain students’ reported use of each of the regulatory strategies examined. Further, results indicated that task value, learning goal orientation, and performance goal orientation individually explained three or more of the regulatory strategies, whereas self-efficacy was not related significantly to any of the five regulatory strategies studied. Findings are presented and interpreted in light of their significance for models specifying both motivational and volitional aspects of self-regulation. 相似文献
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This study set out to explore non-English major postgraduates’ use of motivational regulation strategies in English learning. Subjects for this study were 156 Chinese postgraduates studying in a national teacher education university in central China. A self-reported questionnaire and individual semi-structured interviews were complementarily employed to gather data. The non-English major postgraduates were found to have adopted ten types of strategy to regulate their motivation for learning English, but that these strategies were used infrequently. It was also found that despite the general absence of significant difference, the few that could be ascertained were associated with gender, specialty, and grade. The results suggest a need to provide motivation regulation strategies training, and nurture students’ intrinsic English learning motivation through curricular, instructional and assessment reforms. 相似文献
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现代英语学习者应掌握八大策略:树立信心、持之以恒、合理安排、思维差异、文化概念、文体意识、对照比较词汇量化并根据学生自己的实际情况。在学习英语的过程中有机地把八大学习策略综合运用,可以达到既打好语言基础,又培养交际能力的目的。 相似文献
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陈丽云 《成都教育学院学报》2007,21(10):55-57
在高职院校的英语教学中,教师应帮助学生明确学习目的,让学生制订阶段性学习计划,学会监控自己的学习过程和进行自我评价,从而使学生尽快掌握元认知策略,提高学生的英语水平和英语应用能力. 相似文献
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Malte Schwinger Ricarda Steinmayr Birgit Spinath 《Learning and individual differences》2012,22(3):269-279
The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To shed more light on this issue, we examined the motivational regulation profiles within two samples of German high-school and college students. In Study 1 (N = 231 11th and 12th grade students), latent profile analysis revealed five subgroups of students holding different motivational regulation profiles. In Study 2 (N = 600 college students), the five class solution was replicated with slight changes in the nature of the profiles. In both studies, profiles with a higher overall level of motivational strategy use were associated with a higher level of effort and achievement. Regarding differences in profile shape, results indicated that profiles emphasizing mastery and/or performance-approach self-talk were most adaptive. Implications of the findings for future research on motivational regulation are discussed. 相似文献
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王玉莉 《天津工程师范学院学报》2004,14(2):75-77
介绍了英语词汇的概况及重要性并利用六大语言学习策略具体分析和总结了大学生的英语词汇学习策略。学生应根据兴趣法则、反复循环法则、理解法则、情愿法则、先期预习法则、联想生成法则、有序法则、分解法则记忆英语单词以便在短时间内完成最新颁布的《大学英语大纲》词汇掌握的要求。最后提出了如何结合现行教材《21世纪大学英语》讲解词汇。 相似文献