As one of the major individual learner differences in second language learning,motivation is frequently used to account for differential success in learning a foreign language.When comes to the definition of motivatio...As one of the major individual learner differences in second language learning,motivation is frequently used to account for differential success in learning a foreign language.When comes to the definition of motivation,Ellis(2006:537) primarily defines motivation is "the effort learners were prepared to make to learn a language and their persistence in learning." According to Dornyei(2001a:8) motivation is The choice of a particular action,the persistence with it,the effort expended on it.In other words,motivation is responsible for why people decide to do something,how long they are willing to sustain the activity,how hard they are going to pursue it.展开更多
In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing ...In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.展开更多
This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocab...This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocabulary association between learners with different language levels.The participants were 100 non-native English-speaking un-dergraduate students from a top 200 university,such as the University of Nottingham,and a university outside the top 200,such as the University of Aberdeen;the two groups of learners differed in their vocabulary size and learning style.It was found that the two groups of learners differed significantly in vocabulary size,language background,and learning experience.In addition,the study raises three core questions:first,learners’lexical association patterns,second,dif-ferences in association among learners with different language proficiency levels,and third,other variables that affect vocabulary association ability.The limitations of the study are that reaction time was not measured and the influence of native language background on word association was not fully considered;future research should further explore these aspects.展开更多
Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining mo...Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining motivation, promoting self-efficacy andfostering autonomy. However, few research seems to examine the factors that influence second language learners’goal setting. Thecurrent study aims to address this gap by investigating the goal setting processes of two postgraduate learners at Tianjin ForeignStudies Universities. Interviews were triangulated to obtain a deep understanding. Findings revealed that motivation, self-efficacy,learning strategy, time management can all have influences on the language learners’goal-setting.展开更多
Traditionally, researches in L2 motivation have mainly focused on definition, classification and model building. Recently, however, researchers'focus begins to shift from static to dynamic, taking factors like age...Traditionally, researches in L2 motivation have mainly focused on definition, classification and model building. Recently, however, researchers'focus begins to shift from static to dynamic, taking factors like age-changing into account. The paper aims to provide an overview of the recent 5 years'researches abroad concerning the dynamic investigation of age-related differences in L2 learners'motivation, and put forward possible ways for motivation research in China.展开更多
This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Ba...This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Based on the analyses, it shows that L2learner's motivation does not stay relatively stable but rather evolutes over time.展开更多
文摘As one of the major individual learner differences in second language learning,motivation is frequently used to account for differential success in learning a foreign language.When comes to the definition of motivation,Ellis(2006:537) primarily defines motivation is "the effort learners were prepared to make to learn a language and their persistence in learning." According to Dornyei(2001a:8) motivation is The choice of a particular action,the persistence with it,the effort expended on it.In other words,motivation is responsible for why people decide to do something,how long they are willing to sustain the activity,how hard they are going to pursue it.
文摘In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.
文摘This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocabulary association between learners with different language levels.The participants were 100 non-native English-speaking un-dergraduate students from a top 200 university,such as the University of Nottingham,and a university outside the top 200,such as the University of Aberdeen;the two groups of learners differed in their vocabulary size and learning style.It was found that the two groups of learners differed significantly in vocabulary size,language background,and learning experience.In addition,the study raises three core questions:first,learners’lexical association patterns,second,dif-ferences in association among learners with different language proficiency levels,and third,other variables that affect vocabulary association ability.The limitations of the study are that reaction time was not measured and the influence of native language background on word association was not fully considered;future research should further explore these aspects.
文摘Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining motivation, promoting self-efficacy andfostering autonomy. However, few research seems to examine the factors that influence second language learners’goal setting. Thecurrent study aims to address this gap by investigating the goal setting processes of two postgraduate learners at Tianjin ForeignStudies Universities. Interviews were triangulated to obtain a deep understanding. Findings revealed that motivation, self-efficacy,learning strategy, time management can all have influences on the language learners’goal-setting.
文摘Traditionally, researches in L2 motivation have mainly focused on definition, classification and model building. Recently, however, researchers'focus begins to shift from static to dynamic, taking factors like age-changing into account. The paper aims to provide an overview of the recent 5 years'researches abroad concerning the dynamic investigation of age-related differences in L2 learners'motivation, and put forward possible ways for motivation research in China.
文摘This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Based on the analyses, it shows that L2learner's motivation does not stay relatively stable but rather evolutes over time.
