近年來,英語教學重心逐漸發(fā)生轉(zhuǎn)移,即由教向?qū)W轉(zhuǎn)變。同時,隨著信息化時代和終身學習時代的到來,對學習者自主學習能力的要求逐漸提高。動機作為語言學習關(guān)鍵的影響因素之一,已經(jīng)成為外語教育領(lǐng)域重要的研究課題。在借鑒社會文化學派成果的基礎(chǔ)上,D?rnyei提出了二語動機自我系統(tǒng)這一新的理論框架,在實踐中其有效性已經(jīng)得到了諸多學者的驗證。然而,目前學者較少地探究二語動機自我系統(tǒng)與自主學習能力相關(guān)性問題,尤其在該方面以高職學生為主體的研究鮮有涉及。本文嘗試回答以下三個研究問題:(1)高職學生二語動機自我系統(tǒng)的總體現(xiàn)狀是什么?(2)高職學生自主學習能力的總體現(xiàn)狀如何?(3)高職學生二語動機自我系統(tǒng)和自主學習能力是否存在相關(guān)性?為了實現(xiàn)本文的研究目標,采用李克特問卷和訪談法,對昆明某高職院校227名學生進行調(diào)查研究,并運用SPSS18.0對收集到的數(shù)據(jù)進行分析處理,所采用的方法主要包括描述性統(tǒng)計分析、獨立樣本T檢驗、單因素組間方差分析、相關(guān)性分析、回歸分析等。研究結(jié)果表明:(1)高職院校學生的二語動機自我系統(tǒng)整體處于中等水平,高職生的理想二語水平最高,應(yīng)該二語自我水平最低;高職學生的理想二語自我、二語學...

【文章頁數(shù)】：71 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Research Questions
    1.4 Significance of the Study
    1.5 Organization of the Thesis
Chapter Two Literature Review
    2.1 Introduction
    2.2 L2 Motivational Self-system
        2.2.1 Background of L2MSS
        2.2.2 Theoretical Foundation of L2MSS
        2.2.3 Main Contents of L2MSS
    2.3 Overview of Learner Autonomy
        2.3.1 Definitions of Learner Autonomy
        2.3.2 Theoretical Basis of Learner Autonomy
    2.4 Previous Studies on L2MSS
    2.5 Previous Studies on Learner Autonomy
    2.6 Previous Studies on the Correlation between L2 Motivation and LA
    2.7 Summary
Chapter Three Methodology
    3.1 Introduction
    3.2 Sample of the Study
    3.3 Instruments
    3.4 Procedures of Data Collection and Analysis
    3.5 Summary
Chapter Four Results and Discussions
    4.1 Introduction
    4.2 An Overall Description of Vocational College Students’L2MSS
        4.2.1 The Current Situation of Vocational College Students’L2MSS
        4.2.2 The Differences in Vocational College Students’L2MSS Based on Gender
        4.2.3 The Differences in L2MSS among Students with Different Proficiency Levels
    4.3 An Overall Description of Vocational College Students’LA
        4.3.1 The Current Situation of Vocational College Students’LA
        4.3.2 The Differences in Vocational College Students’LA Based on Genders
        4.3.3 The Differences in Vocational College Students’LA among Students with Different Proficiency Levels
    4.4 The Correlation between L2MSS and LA
    4.5 Results and Discussions of Individual Interview
        4.5.1 Interview about the L2MSS of Vocational College Students
        4.5.2 The Effects of Vocational College Students’L2MSS on LA
    4.6 Summary
Chapter Five Conclusion
    5.1 Introduction
    5.2 Major Findings of the Study
    5.3 Implications of the Study
    5.4 Limitations of the Study
    5.5 Suggestions for Future Research
    5.6 Summary
References
Appendix1
Appendix2
Appendix3
Publications



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