理工科学生语言学习动机对其学习策略的影响研究
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2017-04-12编辑:lgg点击率:6168
论文字数:36254论文编号:org201704112033475825语种:中文 Chinese地区:中国价格:$ 33
关键词:英语论文范文语言学习动机语言学习策略
摘要:本文是英语论文范文,本次研究结果显示:理工科学生的语言学习动机对其学习策略的使用有着较大程度影响。内在兴趣动机对记忆策略,认知策略,元认知策略,情感策略和社会策略使用的影响最大且持内在兴趣动机的理工科学生多偏向于使用元认知策略和认知策略。
Chapter One Literature Review
This chapter presents significant studies on language learning motivation (LLM), language learning
strategy (LLS) and relevant studies on language learning motivation, language learning strategy and their relationship at home and abroad. The first part is about language learning motivation. The second part is about language learning strategy. The last part is about relevant studies on language learning motivation, language learning strategy and their relationship at home and abroad.
1.1Learning Motivation
Since the focus of language research transferred from teaching to learning from the 1970s, individual difference has been highlighted and the characteristics of individual which influence the learning process are paid more attention, such as personalities (outgoing or introvert), age, aptitude, attitude, motivation and so forth. Since individual differences play an important role in the learning process, motivation as the driving force to initiate and sustain the learning process naturally attracts a lot of attention from researchers of
Education and psychology. Motivation is a thriving topic in the past 50 years. As motivation is complex inside, different conclusions can be drawn from different perspectives and a cut and dry conclusion is never reached. The controversy is continuing. Meanwhile, the achievement of studies on learning motivation can not be neglected. Gardner and Lambert first incorporated social psychology with second language learning, then, they set up the SE (social-educational) model in 1959. This model has given enlightenment to the followers in both theory and technique to analyze similar topic. Although the SE model has dominated motivation research field for many years, the defects of the theory come to light as other researchers began to consider the utilization of the theory. The gap between the thinking theory and the reality of classroom is wide. With accumulation of the motivation theories, the motivation research domain caved for a revolution in the ripe time during the 1990s. It is a cognitive period as most motivation theories combined with cognitive features entered the SLA motivation research. The most influential theories were self-efficacy theory (Bandura, 1986), attributional theory (Weiner, 1986, 1992), self-determination theory (Deci&Ryan, 1985), expectancy of success/ &nb
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