Abstract:Since 1960s, the research has shifted from teachers’ teaching to students’ learning. Learner factors have attracted language researchers’ and teachers’ attention. Individual differences and learning process are valued highly and studied frequently. As the indispensable components of individual differences, language learning strategy and language learning motivation are proved to influence both learning behavior and learning achievements by relevant studies. Based on the previous studies, questionnaires are designed to investigate whether learning strategy and learning motivation have influence on non-English majors’ learning effects.
Non-English majors seldom employ deep processing strategies. They use cognitive strategies most frequently. Most students think to learn English is just to memorize the words or the grammar rules mechanically. The ability to summarize and systematize knowledge still needs to be improved. Actually, management of learning is of great importance to the whole process of English learning. Metacognitive strategies have been demonstrated to be the strongest predictors to English achievement. Therefore, students’ use of metacognitive strategies such as paying attention, setting goals, considering the purpose, self-monitoring, self-evaluating and planning for a language task should be further strengthened.
Motivation is also an important variable in English learning for the non-English majors. The non- English majors are quite practical and realistic in terms of their purpose of English learning since most of them use English as a means of obtaining chances for future life. Most of non-English majors possess instrumental motivations. They learn English in order to get more certificates.
Keywords: Individual difference; Second language acquisition; Questionnaire; Learning strategy;Learning motivation
Contents
摘要
Abstract
Chapter 1 Introduction-5
1.1 Background of the Study-5
1.2 Significance of the Study-5
1.3 Methodology of the Study-6
Chapter 2 Individual Differences in SLA-7
2.1 Motivation Factors in SLA-7
2.2 Learning Strategies Factors in SLA-8
Chapter 3 Research Design-10
3.1 An Investigation of Motivation-10
3.1.1 Objectives-10
3.1.2 Subjects-10
3.1.3 Data Collection-10
3.1.4 Results and Analysis-10
3.2 An Investigation of Learning Strategies-12
3.2.1 Objectives-12
3.2.2 Subjects-12
3.2.3 Data Collection-12
3.2.4 Data Analysis-12
Chapter 4 Conclusion-15
References:-16
Appendix 1：大学生英语学习动机调查-18
Appendix 2: 非英语专业大学生学习策略调查问卷-19
