摘要:本文是英语语言学论文,本研究对外语教师进行教学改革具有一定的指导意义。外语教师在教学活动中有必要唤醒并增强学习者的自我调节意识,引导学生使用恰当的动机调节策略,提高自我调节能力。
ion in their learning motivations when they are faced with the various motivation problems or situations that interfere negatively their motivation. Chen Hongfang (2007) defined it as a skill used by students in the learning process to maintain their persistence or to enhance more effort.
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3. Methodology .......... 17
3.1 Research questions ............ 17
3.2 Subjects ......... 17
3.3 Instruments .... 19
3.3.1 Questionnaire .......... 19
3.3.2 English proficiency test ..... 21
3.3.3 Interview ........ 21
3.4 Procedures of data collection and data processing .... 22
4. Results and Discussion ..... 24
4.1 Overall pattern of use of motivational regulation strategies ......... 24
4.2 Differences in using MRSs in terms of English proficiency ......... 26
4.3Motivational problems encountered by high and low achievers .... 30
4.3.1 Low achievers ......... 30
4.3.2 High achievers ......... 31
4.4 Different MRSs used by high and low achievers ...... 32
5. Conclusions ............ 41
5.1 Major findings ......... 41
5.2 Implication .... 42
5.3 Limitation of the research and suggestion for future researches ............. 42
4. Results and Discussion
This chapter addresses the research questions on the overall pattern in using these strategies and the differences in using these strategies in terms of students’ English proficiency. The interview is to further explore the major motivational problems encountered by high and low English achievers and find out whether and how high achievers differ from low achievers in motivational regulations.
4.1 Overall pattern of use of motivational regulation strategies
Motivational regulation has been regarded as one of the important aspects in SRL. The researchers at home and aboard have conducted a variety of studies on motivational regulation strategies and have been aware of the importance of motivational regulation strategies in the self-regulation learning. The Chinese scholars have done a lot of researches on the types and the general situation of motivational regulation strategies used by Chinese college students and high school students. Previous researches showed that Chinese college students used a variety of strategies to regulate their motivations. Some strategies were employed more frequently than others, while certain strategies were used relatively less. Wolters (1999) distinguished five motivational regulation strategies by using exploratory factor analysis, including
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