英语论文网

本文是一篇初中英语教学论文，本文根据以往的研究和研究结论，本研究发现在英语学习过程中存在性别差异和年级差异。同时，本研究还发现了MRS与学习成绩之间的关系。这些研究为今后的研究提供了一些范例。
Chapter One Introduction

1.1 Background of the Research

With the maturity and improvement of the education system, the English Curricular in 2011 once again introduced and emphasized the recognition of students in English teaching on the basis of previous curriculum standards. The curriculum standard emphasized learning strategies, which namely included cognitive strategies, regulation strategies, communication strategies, resource strategies and so on. As the English Curricular (2011) was put it that keeping a positive learning attitude was a key to success during English learning. Students’ interest in learning should be stimulated and encouraged by the teacher in teaching. Teachers should also guide students to convert their interest in learning to a firm motivation. However, owing to dynamic and unstable motivation, students often confront the problem of insufficient motivation in the process of foreign language learning.

In the past two decades, numerous academic works identified the significance of motivational regulation strategies in the process of language learning. However, most of the research, which mainly focused on the application of self-regulation learning. There are few studies on the use of foreign language learning motivational regulation strategies. What’s more, most studies pay attention to the motivational regulation of college students and senior high school students. But few studies pay attention to the motivational regulation strategies of junior high school students. In the field of foreign language, English learning motivation was still a relatively new aspect. During the English learning process, it is very momentous for language learners to insist their own learning behavior and intention. However, the lack of learning motivation was a practical dilemma. These dilemma faced by most English language learners during the process of language learning. 

1.2 Significance of the Research

This section includes two parts, the first part is theoretical significance, and the second part is practical significance. 

1.2.1 Theoretical Significance

Theoretically, this study combs and summarizes the research on motivational regulation strategies at home and abroad. Firstly, this study helps teachers gain a deeper understanding of motivational regulation strategies. Secondly, teachers can explore the types of motivational regulation strategies through research on motivational regulation strategies in junior high schools. Thirdly, from the perspective of domestic and foreign research, it can provide a reference for future research on motivational regulation strategies, especially in junior high school English teaching and learning. 

1.2.2 Practical Significance

Practically, this study, which attempted to explore the application of MRS in junior high school students. It mainly focuses on the current situation of MRS, especially the differences of gender and grade, and finally study the correlation of motivational regulation strategies and students’ English achievement. Through the research, researchers can understand what components lead to the difference on students’ motivational regulation strategies. Research can help tea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。