【作者】 鲍勤；

【导师】 林文治；

【作者基本信息】 西南师范大学 ， 英语语言文学， 2005， 硕士

【摘要】 本研究通过问卷,调查了昆明第一中学99名高中二年级学生学习英语的情况,即他们的英语学习策略、学习动机与他们的学习成绩之间的相关性,旨在为英语学习策略使用、学习策略训练和学习动机激发,以及为中学外语教学提供一些理论依据和教学启示。该问卷包括三个部分:个人简况、学习策略问卷(Oxford,1990a)和学习动机问卷(自编)。调查采用SPSS11.0统计软件进行数据分析,其研究结果如下: (1)就学习策略的分类而言,我国高中生学习英语最常用的策略是认知策略和元认知策略,最不常用的是社会策略。就学习动机的分类而言,我国高中生英语学习动机强度最强的分类是学习价值,其次是学习情景租内在动机。 (2)就学习策略与成绩的关系,和学习动机与成绩的关系而言,研究表明,成绩好的学习者更多地使用认知策略、元认知策略和社会策略,差异检验达到显著水平。同时,学习成绩好的学习者学习努力程度动机比学习成绩差的高,差异检验达到显著水平。外部要求动机对中等成绩和成绩差的学生影响大于成绩好的学生,其差异检验达到显著水平。另外,学习情景动机对成绩好的学生和成绩差的学生的影响差异显著。 (3)认知策略、元认知策略和社会策略使用频率高者的成绩比使用频率者低更多还原

【Abstract】 This thesis reports on a survey of correlation between language learning strategy use, motivation and English proficiency. The aim of the study is to provide empirical evidence and shed some light on the study of language learning strategies, strategy training, motivation arousing and pedagogy. The subjects involved were 99 second-year senior high-school students at Kunming Nunmber One Middle School. In this study, an English learning questionnaire, which consists of personal information, Oxford’s Strategy Inventory for Language Learning (SILL), and learning motivation scale, was administered to collect information on language learners’ individual background, learning strategy use and motivational intensity. Statistical analyses were conducted with SPSS 11.0.Cognitive and metacognitive strategies are reported as being used most frequently, while social strategies are least frequently used. And the study shows that the learning value has the highest mean, and then it is followed by the learning situation and the students’ intrinsic interest.High proficient students use cognitive, metacognitive and social strategies more frequently than low proficient students. Students with high proficiency devote much更多还原