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学习动机与学习者自主性的关系受到很多人关注,不过对这两个变量的衡量标准因人而异从而得出不同研究结果。本文在袁红梅和高一虹对自主性和学习动机的划分基础上对英语专业一百余名学生进行调查研究,结果发现:学习动机与学习者自主学习能力存在显著相关关系;三种学习动机中文化性学习动机对其影响最大,工具性动机次之,情景性动机最差;动机强的学生对学习有良好的学习情感,学习时能积极监控自己的行为,还能有效地利用环境因素促进学习。
The relationship between learning motivation and learner autonomy has drawn much attention from many people, but the measurement of these two variables varies from person to person and leads to different findings. Based on the division of autonomy and learning motivation, Yuan Hongmei and Gao Yihong investigated and studied over a hundred English majors. The results showed that there was a significant correlation between learning motivation and learner self-learning ability. The three kinds of learning motivation were culturally Learning motivation has the greatest impact on it, followed by instrumental motivation and contextual motivation have the poorest motivation; motivated students have a good learning emotion in learning, and they can actively monitor their behavior while learning, and can also make effective use of environmental factors to promote learning.