在EFL學(xué)習(xí)中,閱讀是學(xué)習(xí)者獲得語(yǔ)言輸入的必要途經(jīng),而動(dòng)機(jī)是影響閱讀成效的重要個(gè)體因素。然而動(dòng)機(jī)并不是靜止不變的,而是動(dòng)態(tài)變化的,它時(shí)常受外界環(huán)境、任務(wù)難度等多種因素的影響發(fā)生波動(dòng),這需要學(xué)習(xí)者積極主動(dòng)運(yùn)用各種策略對(duì)動(dòng)機(jī)進(jìn)行調(diào)控以達(dá)到更好的學(xué)習(xí)效果。學(xué)習(xí)者動(dòng)機(jī)調(diào)控策略使用水平是其自主學(xué)習(xí)能力的重要體現(xiàn)。因此,本研究以初中生為研究對(duì)象,旨在探討不同年級(jí)學(xué)生在EFL閱讀中動(dòng)機(jī)調(diào)控策略使用情況的差異及發(fā)展特點(diǎn)。具體研究問(wèn)題如下:（1）初中生EFL閱讀動(dòng)機(jī)調(diào)控策略使用水平是否存在年級(jí)差異?若存在,有哪些差異?（2）初中生動(dòng)機(jī)調(diào)控策略使用水平與EFL閱讀水平之間的相關(guān)性如何?這種相關(guān)性是否存在年級(jí)差異?（3）在初中不同年級(jí)中,動(dòng)機(jī)調(diào)控策略如何影響EFL閱讀水平?為解決上述問(wèn)題,本研究以223名初中生為研究對(duì)象,在課堂上,用英語(yǔ)閱讀試卷測(cè)試其閱讀水平,用兩份問(wèn)卷分別調(diào)查其EFL閱讀動(dòng)機(jī)調(diào)控策略使用水平和閱讀策略元認(rèn)知意識(shí)水平。收集到的有效數(shù)據(jù)用SPSS 25.0進(jìn)行了方差分析、相關(guān)性分析、回歸分析以及中介分析,得出以下研究結(jié)果:（1）初中生EFL閱讀動(dòng)機(jī)調(diào)控策略使用水平存在年級(jí)差異,且從七年級(jí)至九... 

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Definitions of Key Terms
        2.1.1 Motivation
        2.1.2 Motivational Regulation Strategies(MRS)
        2.1.3 Metacognitive Awareness of Reading Strategies(MARS)
    2.2 Related Studies on MRS
        2.2.1 Classifications of MRS
        2.2.2 Studies on MRS Abroad
        2.2.3 Studies on MRS at Home
    2.3 The Relationship Between MRS,MARS,and Reading Performance
        2.3.1 The Relationship Between MRS and MARS
        2.3.2 The Relationship Between MARS and Reading Performance
        2.3.3 The Relationship Between MRS and Reading Performance
    2.4 Theoretical Foundation
CHAPTER THREE METHODOLOGY
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 English Reading Test Paper
        3.3.2 Questionnaire on MRS in EFL Reading
        3.3.3 Questionnaire on MARS in EFL Reading
    3.4 Research Procedures
        3.4.1 Pilot Study
        3.4.2 Formal Study
    3.5 Data Collection and Analysis
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Grade Differences in the Level of Using MRS in EFL Reading
    4.2 Grade Differences in Correlation between MRS and Reading Performance
        4.2.1 Correlation between MRS and Reading Performance
        4.2.2 Correlation between MRS and Reading Performance(Grade7)
        4.2.3 Correlation between MRS and Reading Performance(Grade8)
        4.2.4 Correlation between MRS and Reading Performance(Grade9)
    4.3 Grade Differences in the Pathway that MRS Affect Reading Performance
        4.3.1 The Pathway that MRS Affect Reading Performance(Grade7)
        4.3.2 The Pathway that MRS Affect Reading Performance(Grade8)
        4.3.3 The Pathway that MRS Affect Reading Performance(Grade9)
    4.4 Summary and Discussion
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Future Research
REFERENCES
中文參考文獻(xiàn)
APPENDICES
ACKNOWLEDGEMENTS


【參考文獻(xiàn)】：
期刊論文
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