【作者】 李艳；

【导师】 高晓芳；

【作者基本信息】 华中师范大学 ， 学科教学（英语）， 2016， 硕士

【摘要】 目前,对于中国大多数专业的大学生而言,英语依旧是一门必修的课程,而英语口语的学习则更是具有相当大的交流实用性质。但由于每一位大学生的学习经历中存在着众多的因素差异,例如学习环境、学习天赋以及学习条件等等,造成大多数大学生的英语口语水平参差不齐,而在特殊的高校——军校中学习的军校生也同样如此。他们的生源地各有不同,进入军校之前的学习经历同样存在着差异。进入大学后,军校生虽然有着不同的基础,却几乎站在相同的起点上来进行英语口语学习,即使前期经验不同,但是之后所学内容一致,依旧需要认真学习,才能够掌握好这一门语言的使用。对于任何语言学习者来说,个人的自我激励能力是直接影响其学习成效的主要因素。对于军校生来说更是如此,这是由于他们平时都处在一个相对封闭的生活学习环境当中,主要的英语口语学习动力来自于他们自己的自我激励,学习监督者则是他们自己。因此,军校生英语口语学习的策略与学习动机自我激励策略方面的研究具有很大意义,但是目前国内外语教学领域关于学习者的学习动机自我激励策略研究仍较匮乏,而关于军校生英语口语方面的研究更是凤毛麟角。有鉴于此,本文拟对军校生英语口语学习策略与学习动机自我激励策略的相关性进行研究。本文以某军校学生为研究对象,调查其英语口语学习策略与学习动机自我激励策略具体使用状况并对其相关性进行了分析。在对参与者的英语学习水平进行划分时,将参与者分为初中高三个级别,分别进行分析与对比,探讨初中高三个级别水平学生的学习策略使用情况以及学习动机自我激励策略的强度。在理论基础和数据分析的基础上,本文旨在研究以下几个问题：(1)军校大学生英语口语学习过程中口语学习策略使用情况如何?(2)军校大学生的学习动机自我激励策略的使用情况如何?(3)军校大学生英语口语学习策略与学习动机自我激励策略之间的有什么关系?为了弄清楚这些问题,本研究以某军校200名学生为调查对象,采用了孟伟动机问卷及其研究结果和Oxford的学习策略调查问卷(SILL)分别调查学生的动机强度和学习策略使用情况及二者之间的关系。本研究主要分两个部分：首先用描述性分析探讨调查对象的英语口语学习动机强度和学习策略使用情况,；接着用皮尔逊相关分析探讨英语口语学习动机自我激励策略与学习策略使用是否具有相关性。本研究采用SPSS13.0软件对这些数据进行定量分析,主要的研究结果如下：(1)初、中、高级的英语口语学习者都有较为强烈的英语口语学习动机。初级与中级的英语口语学习者随着级别的上升,其英语口语学习动机的强度也随之上升,但是高级的英语口语学习者的英语口语学习动机自我激励策略的强度反而下降,说明对初级与中级英语口语学习者而言,学习动机自我激励策略对其英语口语学习起到了较大的激励作用。(2)元认知策略、认知策略、情感策略和社会策略这四种策略类型都是初、中、高级的英语口语学习者在学习英语口语时经常使用的学习策略；其中元认知策略、情感策略和社会策略的使用频率随着英语口语学习者的级别升高而升高,认知策略的使用在初、中、高三个级别上存在着显著差异,在初、中级阶段使用频率增加,但到了高级阶段有所下降；社会策略是所有英语口语学习者最常用的学习策略；初级和高级学习者较为不常采用认知策略,中级学习者较为不常用的是情感策略。(3)从总体上来说,对英语口语学习者的学习动机自我激励策略影响最大的策略类型是元认知策略,其余依次是情感策略、社会策略和认知策略。(4)对不同级别的学习者来说,英语口语学习动机自我激励策略与策略类型的相互关系随着级别的变化而产生差异。在三个级别上,英语口语学习动机自我激励策略与元认知策略的相互影响在初级学习阶段最显著,但是到了中级阶段,这种相关系数减小了,而到了高级阶段,这种相互影响甚至已经不显著了。基于以上研究结果,本文探讨了此研究对军校生英语口语教学的启示,并针对性地提出了一些建议,如教师应首先提高学生对英语口语学习动机自我激励策略的有效性的认识,然后借此提高学生的英语口语学习动机自我激励策略。更多还原

【Abstract】 For most of specialized students in China, English is still a required subject at present, especially the oral English learning which is more practical in their communications. However, there are numerous different factors to influence students in English learning experience. These factors including learning environment, giftedness for learning and learning conditions cause their different level of proficiency in English. It is the same with students who are studying in the special higher school-military universities. They come from different places, with different learning experience before entering the military schools. After coming to military universities, they almost stand at the same starting line to learn oral English though having different foundation. Even if studying different before, they have common lessons after admission. They can master the application of English only when studying hard as before.For any language learners, the personal self-motivated ability is a main factor directly to influence their English learning performance, and it is the same for military school students. Because they often live in a relatively enclosed living and learning environment, their motivation for learning oral English is from their self-motivation, and the supervisor for learning are just themselves. However, currently the studies are still lack on strategies of both oral English learning and self-motivated learning motivation in foreign teaching field at home, while the studies on oral English learning for military school students are quite rare. On that account, this paper is intended to study the strategies of both oral English learning and self-motivated learning motivation.Taking the students from some military school as the research object, the applications are investigated for strategies of both oral English learning and self-motivated learning motivation and the correlation of these strategies are analyzed. The participants are classified by junior, intermediate and senior English levels for analysis and comparison. The learning strategies of students at junior, intermediate and senior English levels and the intensity of their self-motivated learning motivation strategy both are explored. This paper is aimed at the follow questions on the basis of related theories and data analysis:(1) The use of oral English learning strategies in the process of oral English learning of the military college students?(2) What is the use of the self-motivated learning motivation strategies of the students in the military academy?(3) What is the relationship between the military college students’ English speaking learning strategies and self-motivated learning motivation strategies?In order to clarify these questions,200 students from one military school were selected as the research objects for this study. Their motivation intensity and application of learning strategies and their relation were surveyed respectively using Meng Wei Motivated Strategies for Learning Questionnaire (MSLQ) and Oxford Strategy Inventory for Language Learning (SILL). This study is divided into two parts:one is that descriptive analysis is applied to explore respondents’motivation intensity and applications of learning strategies; the other one is that Pearson correction analysis is used to discuss if there is a correlation of strategies of both self-motivated learning motivation and applications of learning strategy. In this study, SPSS 13.0 software were used for a quantitative analysis of these data. The main results are summed up as follows:(1) The learners at junior, intermediate and senior English levels have strong self-motivated English learning strategy. The motivation intensity goes up for those at junior and intermediate English levels with their level improvement, but for those at a senior English level, their intensity for self-motivated English learning strategy decreases, indicating the self-motivated English learning strategy at junior and intermediate levels exerts a bigger incentive function on English learning.(2) These four strategies, namely, metacognitive, cognitive, affective and social strategies, all are the English learning strategies often applied by the learners at junior, intermediate and senior English levels. The application frequency becomes high for metacognitive, affective and social strategies with the learners’level improvement. There is a significantly difference in junior, intermediate and senior levels for application of cognitive strategy:its application frequency increases at junior and intermediate levels but decreases to some extent at the senior level. The social strategy is the most common English learning strategy for all learners, while the cognitive strategy is the least frequently used. The affective strategy is the least frequently used for the intermediate English level learners, and nor is the cognitive strategy for the senior English level learners.(3) On the whole, the metacognitive strategy is the one that exerts a most influence on the learners’ self-motivated learning motivation strategy, and followed by affective, social and cognitive strategies successively.(4) For the learners at different levels, their self-motivated learning motivation strategy and interrelation of strategy types are different with changes of levels. In the three levels, there is a most significant mutual effect of self-motivated learning motivation strategy and metacognitive strategy at the junior-level learning stage. However, such correlation coefficient becomes small in the intermediate-level stage, and even this effect is not significant in the senior-level stage.Based on above results, this paper has explored the enlightenment of the research to the oral English teaching for military school students, and proposes some targeted suggestions. For example, the English teacher should first raise students’ level of understanding about effective self-motivated learning motivation strategy, and then promote such strategy in their minds.更多还原