thecorrelationbetweenenglishmajors’englishlearningmotivationandtheirlearningstrategies英語專業(yè)畢業(yè)論文_第1頁
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1、TheCrelationbetweenEnglishMajs’EnglishLearningMotivationTheirLearningStrategiesContentsAbstract……………………………………................................................................i摘要……………………………………..............................

2、........................................ii1.Introduction……………………………………....................................................11.1BackgroundoftheStudy..........................................................................

3、..........11.2SignificanceoftheStudy....................................................................................21.3PurposeoftheStudy...............................................................................

4、............21.4OverviewoftheThesis.......................................................................................22.LiteratureReview……………………………………………………………….....32.1ResearchonEnglishLearningMotivation……………………………

5、.............32.1.1DefinitionofELM.....................................................................................32.1.2ClassificationofELM............................................................................

6、...42.1.2.1IntegrativeMotivationInstrumentalMotivation................42.1.2.2IntrinsicMotivationExtrinsicMotivation..........................52.1.2.3TheRelationshipbetweentheTwoMotivationalDichotomies.62.2ResearchonEngl

7、ishLearningStrategies………………………………...........62.2.1DefinitionofELS......................................................................................72.2.2ClassificationofELS............................................

8、....................................72.3ResearchontheRelationshipofEnglishLearningMotivationEnglishLearningstrategies.........................................................................................103.Methodolog

9、y……………………………………………………………………….113.1Question….…………………………………………………………………….113.2Subjects………………………………………………………………………..12ABSTRCTInthelastfewdecadesinChinathereappearedanationwiderushwhichcausedthetraditional“teachercentered”cl

10、assshifttoa“studentcentered”one.Thusmanyresearchesbegantofocusonindividuallearners’factsamongwhichlearningmotivationlearningstrategiesarethemostimptant.theyattractedresearchers’muchattention.Therefebasedontherelatedtheie

11、sthroughquestionnaireinvestigationresearchesoftheEnglishmajjunisthispaperaimsatexplingthecrelationbetweenthetwo.SoastoimproveEnglishteachinglearning.Thispapercontainsfiveparts.Openingwithageneralintroductionthispartprovi

12、desbackgroundthepresentstudysituationthepurposeofthestudy.Inparttwoliteraturereviewisconsistsofdefinitionclassificationothermaintheies.Partthreeisthemethodology.ThroughinvestigatingpartoftheEnglishmajjunisofNthWestNmalUn

13、iversitythedatawerecollectedprocessedthroughSPSS17.0.Afteranalysisdiscussioninpartfourseveralaspectsoffindingsareofferedbythepresentstudy:1)EnglishmajjunishaveaextremelystrongEnglishlearningmotivation.Amongwhichintegrati

14、vemotivationplaysaleading.2)EnglishmajjunisarelikelytoemploydifferentkindsoflearningstrategiesfEnglishlearning.affectivestrategiesaremostfrequentlyemployed.3)ThereisasignificantlypositivecrelationbetweenEnglishlearningmo

15、tivationstrategies.Besidesstudentswhoarehighlymotivatedemploylearningstrategiesmuchmefrequently.InconclusionknowingabouttherelationshipbetweenEnglishlearningmotivationEnglishlearningstrategiesnotonlystudentscanhaveaclear

16、understingoftheirownlearningmotivationlearningstrategiesbutalsoteacherscanimprovetheirteachingmethodsstrategiesindertoinspirethestudents’motivation.InthiswayEnglishteachingwillgetbetterresults.Keywds:Englishlearningmotiv

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