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在此次定性的个案研究中，我们从１６位专升本学生中选取了４位同学进行观察、分析和对比，探讨与语言学习或习得相关的两个重要变量：语言学能和学习动机对他们三年专升本学习成就所产生的影响和制约。我们的研究方法采用了非正式的观察法和访谈法。通过个案研究，我们发现，语言学能在一定程度上和一定的阶段对语言学习起着重要的作用，而学习动机则自始至终制约着学生的学习成就。同时学能和动机两个变量也产生互动。我们的个案研究结果表明：教学的成功不仅与教师相关，更与学习者本人相关，与他们的学能和动机相关。作为教师要适当地激发学生的学习动机，促进高效的学习，同时努力改进学生的学能，开发他们合适的学习策略，促进个别化教学。
In this qualitative case study, we selected 4 students from 16 undergraduates to observe, analyze and compare two important variables related to language learning or acquisition: linguistic and learning motivation to them Three years of upgrading the learning achievements of the impact and constraints. Our research method uses informal observation and interview. Through case studies, we find that linguistics can play an important role in language learning to some extent and in a certain stage, and learning motivation restricts students’ learning achievements from beginning to end. At the same time, two variables of learning ability and motivation also produce interaction. The results of our case study show that the success of teaching is not only related to the teacher, but also to the learner himself, to their academic ability and motivation. As a teacher, we should stimulate students ’learning motivation appropriately and promote efficient learning while striving to improve students’ abilities, develop suitable learning strategies and promote individualized teaching.