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本文通过对高职非英语专业学生英语学习策略、学习动机二者之间关系的研究发现:学生总体的策略使用水平处于中等,最常使用的策略是情感策略和补偿策略,最不常使用的是社会策略和元认知策略;学生总体的学习动机强度处于中等水平,英语学习动机多为融合型动机和工具型动机,具有内部动机的学生为数极少;融合型动机、工具型动机、内部型动机与策略总体使用均为显著相关;六类策略与动机总体均为显著相关;融合型动机与认知策略的相关性最高;学习动机影响学习策略的使用及学习成绩。
This paper studies the relationship between English learning strategies and learning motivation of non-English majors in vocational colleges. The results show that the overall level of students’ use of strategies is medium, the most commonly used strategies are affective strategies and compensation strategies, the least used Is a social strategy and metacognitive strategy. The overall motivation of students in learning is at a moderate level. English learning motivation is mostly fusion and instrumental motivation. There are very few students with internal motivation. Convergent motivation, instrumental motivation, internal Type motivation and strategy overall use were significantly related to six types of strategies and motivation are generally significant correlation; fusion motivation and cognitive strategies of the highest correlation; learning motivation affect the use of learning strategies and academic performance.