高职高专学生英语学习动机调控策略使用情况调查 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-07-21编辑:lgg点击率:6102
论文字数:38273论文编号:org201607202037134592语种:中文 Chinese地区:中国价格:$ 33
关键词:英语语言学论文动机调控动机调控策略自我调控学习
摘要:本文是英语语言学论文,本研究对外语教师进行教学改革具有一定的指导意义。外语教师在教学活动中有必要唤醒并增强学习者的自我调节意识,引导学生使用恰当的动机调节策略,提高自我调节能力。
;power of learning more enthusiastic, they must use certain SRSs to regulate language learning processes. The previous researches in this field were limited to the monitor and control of the cognitive strategies. There is no doubt that the cognitive strategies, such as retelling, refining, organizing, are extremely important to learning. Although motivational regulation is a very vital aspect of self-regulated learning (SRL) and has been considered to affect greatly the academic achievements, there are still relatively fewer researches on it. Furthermore, previous researches on the relationship between motivation and SRL are almost rectilinear; that is to say, they think different motivation constructions will have certain influences on learners’ usage of metacognitive and cognitive strategies, but there is still little study on what kind of SRSs learners would use to regulate their motivation. Finally, previous studies on motivational self-regulation (MSR) have been implemented on different subjects, such as American college students (Wolters, college 224‐35), students in college of Taiwan region (Cheng Binlin, relation 79-102), Chinese college students (Li Kun, 2009: 305-13), and so on. But we seldom carry out the study on the field of Chinese students’ foreign language learning. The knowledge about whether and how the Chinese vocational college students use the strategies to regulate their motivation of foreign language learning is very scarce.
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2. Literature review
The present study of motivational regulation is anchored in the framework of self-regulation learning, this chapter, therefore, first provides the definition and the theories of self-regulation learning. It then gives an emphasis on the related researches on motivational regulations research, which is followed by reviewing the related relations between motivational regulation and other components of self-regulation learning.
2.1 Definition and theories of self-regulation learning and motivational regulation
Self-regulation learning (SRL) theory, which emerged in the mid-1980s, attempts to respond to the questions about how individuals direct their own learning processes. Self-regulation learning has become a current focus for researches in the educational psychology and has attracted researchers from diverse theoretical traditions. A Great deal of researches about SR
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