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1、安徽大学 硕士学位论文 非英语专业大三本科生英语自主学习能力与动机相关性调查 姓名：濮志敏 申请学位级别：硕士 专业：英语语言文学 指导教师：胡一宁 2010-04 iv 摘摘 要要 在外语教学领域， 由于把学习者作为外语教学中心的交际法的产生和发展， 自主学 习在 20 世纪七、八十年代得到了广泛的关注。国内外学者已经从各个角度探讨自主学 习的理论及模式。 但是这些研究主要集中在自主学习概念界定及其理论基础的剖析和怎 样培养学生自主学习能力这三方面。本研究尝试将英语自主学习能力与学习动机相结 合， 采用定量与定性分析方法， 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
2、机之间的相关性进行定量和定性分析， 探讨以下问题： 1.学生的英语自主 学习能力及其四方面的强度是多少？他们的学习动机及其子动机强度分别是多少？2. 英语自主学习能力和学习动机之间总体上是否具有相关性？如果有， 二者之间的相关情 况如何?原因何在? 3.不同类型的英语自主学习能力与学习动机之间的相关性如何?原 因何在? 本研究通过对 432 份问卷进行 SPSS 处理，根据分析相关数据平均值，得出学生英 语自主学习能力强度与学习动机强度。 结果显示大三学生尽管不再开设英语课， 但他们 已经具有一定的英语自主学习能力， 并且具有较强的学习动机。 在影响自主学习能力的 四方面中，学生的计划制定较强
3、，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。 同时通过对学生英语自主学习能 力与学习动机的相关性研究， 表明总体上自主学习能力与学习动机呈明显正相关。 在比 较分析自主学习能力与七个子动机相关性后发现，内在兴趣动机与自主学习相关性最 强。情境动机，成绩动机与自主学习能力则没有显著相关性。 所以在今后的英语教学中， 针对非英语专业大三学生这一特殊群体， 学校和教师对 其发展要进行积极的引导，树立学习者学习信心，减少焦虑、沮丧等负面情绪。并且通 过开展英语选修课、教师在线答疑等形式，创造良好的学习情境，激发学生英语学习的 潜在动机，使其英语学
4、习可持续性发展。 关键词： 关键词： 英语自主学习能力; 动机; 强度; 相关性 ii Abstract In the field of foreign language teaching and learning, after scholars put forward communicative teaching approach with students as the center of learning, autonomous learning has been the focus of research since 1970s. Many scholars at home and a
5、broad have discussed the theories and modes concerning autonomous learning from all aspects, but most studies are confined in the definition of autonomous learning, or analysis of the theoretical basis of autonomous learning or ways to foster learners English autonomous learning (EAL). This paper te
6、nds to combine these two aspects, with the adoption of quantitative and qualitative approaches, and investigates 432 third-year non-English majors from Huangshan University to discuss the following questions: 1.What are students EAL degree and its four components degree? And what are their motivatio
7、ns degree and sub-motivations degree? 2. Are there any correlations between students EAL and their motivations? 3. If yes, how much and to what extent does EAL correlate with motivations in general? Why? How much and to what extent does sub-motivations correlate with EAL respectively? Why? With the
8、aid of SPSS (Statistic Package for Social Science 11.5) on data processing, EAL degree and motivations degree are analyzed through the value of mean. The result shows that students have a higher EAL ability and stronger motivations in spite of having no longer English classes. For the four component
9、s 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 immediat
10、e achievement are the weakest. Furthermore, the study shows that there is a significant correlation between EAL and motivations. For the seven sub-motivations, motivation out of intrinsic interest has the strongest correlation with EAL, but for motivation out of learning situation and motivation out
11、 of immediate achievement they both have no significant correlation with students EAL. In the future English teaching and learning, for the third-year students, schools and teachers should be acted as guides for their future development and help students build up confidence to reduce negative feelin
12、gs such as anxiety and depression. It is also possible for universities to offer English selective courses and online answering questions to create a good iii learning environment. Only when stimulated by the potential motivations, students English learning can develop successively. Key words: Engli
13、sh autonomous learning; motivations; degree; correlation ix List of Tables and Figures Table 1 Distribution of items in the questionnaire used in the formal study 25 Table 2 English autonomous learning degree. 28 Table 3 Motivation degree 31 Table 4 Correlations 34 Figure 1 Interrelationships betwee
14、n direct and indirect strategies and among the six strategy groups 10 Figure 2 The Chinese undergraduates motivation types 17 Figure 3 English autonomous learning degree 29 Figure 4 Motivation degree. 31 x List of Abbreviations EAL=English Autonomous Learning i Acknowledgements Upon the completion o
15、f my thesis, I would like to express my sincere gratitude to all those who have provided me with considerable support and invaluable help in making this thesis a reality. First of all, I am extremely grateful to my supervisor, Professor Hu Yining, who spared no efforts to offer me insightful instruc
16、tions and constructive suggestions generously and patiently throughout this research. Without her enlightening advice, warmly encouragement, and timely help, I would not have been able to cherish the confidence to move towards the completion of my thesis. I would like to extend my sincere gratitude to all the professors who gave me inspiring lectures and led me to the field of linguistics. My sincere thanks also go to some other colleagues and all the students participating in the
