动机调控策略对英语学习动机和自主学习能力的影响研究被引量：28

Impact of Motivational Regulation Strategies on English Learning Motivation and Autonomous Learning

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摘要有关动机调控策略对学习动机和自主学习能力的影响研究在国内应用语言学界尚未引起足够重视。鉴于此,本研究对4省1市(北京市)6所不同类型高校的1446名非英语专业一、二年级大学生进行了问卷调查,并对数据进行了相关分析、多元回归分析和路径分析。研究结果显示:多数动机调控策略与学习动机呈显著正相关,其与融入型学习动机的相关性显著强于工具型动机;动机调控策略整体上对自主学习能力各要素均有显著的预测力,但不同的动机调控策略对各要素的预测力不同;动机调控策略不仅对学习动机、自主学习能力产生直接影响,还通过学习动机间接影响自主学习能力。研究认为:外语教师应将动机调控策略纳入教学体系,已达到更好提升学生学习动机和自主学习能力的目的。 The current study aims at exploring the impact of motivational regulation strategies on English learning motivation and autonomous learning. The subjects involved in this study are 1446 firstisecond-year Non-English majors from six tertiary institutions in China, and data have been collected by means of a questionaire. The study results indicate that most motivation- al regulation strategies are significantly and positively correlated with learning motivation, and are more closely correlated with integrative motivation than instrumental motivation. Motivational regulation strategies, as a whole, could strongly predict au- tonomous learning, but the impact of different motivational regulation strategies on autonomy is different. They not only exert direct influence on learning motivation and autonomous learning, but also influence the latter indirectly through motivation. It is suggested that college English teachers should integrate motivational regulation strategies training into their teaching practice in order to guide students to enhance their motivation and autonomous learning.

作者高越

机构地区北方工业大学文法学院

出处《西安外国语大学学报》 CSSCI 2015年第2期78-82,共5页 Journal of Xi’an International Studies University

基金全国教育科学规划2011年度外语教育研究专项课题"中国EFL教学环境下基于非英语专业大学生和大学英语教师群体的二语动机策略实证研究"(项目编号:GPA115063)的阶段性成果

关键词动机调控策略学习动机自主学习能力 motivational regulation strategies learning motivation autonomous learning

分类号 H319 [语言文字—英语]

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