近年來(lái),英語(yǔ)教學(xué)重心逐漸發(fā)生轉(zhuǎn)移,即由教向?qū)W轉(zhuǎn)變。同時(shí),隨著信息化時(shí)代和終身學(xué)習(xí)時(shí)代的到來(lái),對(duì)學(xué)習(xí)者自主學(xué)習(xí)能力的要求逐漸提高。動(dòng)機(jī)作為語(yǔ)言學(xué)習(xí)關(guān)鍵的影響因素之一,已經(jīng)成為外語(yǔ)教育領(lǐng)域重要的研究課題。在借鑒社會(huì)文化學(xué)派成果的基礎(chǔ)上,D?rnyei提出了二語(yǔ)動(dòng)機(jī)自我系統(tǒng)這一新的理論框架,在實(shí)踐中其有效性已經(jīng)得到了諸多學(xué)者的驗(yàn)證。然而,目前學(xué)者較少地探究二語(yǔ)動(dòng)機(jī)自我系統(tǒng)與自主學(xué)習(xí)能力相關(guān)性問(wèn)題,尤其在該方面以高職學(xué)生為主體的研究鮮有涉及。本文嘗試回答以下三個(gè)研究問(wèn)題:(1)高職學(xué)生二語(yǔ)動(dòng)機(jī)自我系統(tǒng)的總體現(xiàn)狀是什么?(2)高職學(xué)生自主學(xué)習(xí)能力的總體現(xiàn)狀如何?(3)高職學(xué)生二語(yǔ)動(dòng)機(jī)自我系統(tǒng)和自主學(xué)習(xí)能力是否存在相關(guān)性?為了實(shí)現(xiàn)本文的研究目標(biāo),采用李克特問(wèn)卷和訪談法,對(duì)昆明某高職院校227名學(xué)生進(jìn)行調(diào)查研究,并運(yùn)用SPSS18.0對(duì)收集到的數(shù)據(jù)進(jìn)行分析處理,所采用的方法主要包括描述性統(tǒng)計(jì)分析、獨(dú)立樣本T檢驗(yàn)、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(xué)生的二語(yǔ)動(dòng)機(jī)自我系統(tǒng)整體處于中等水平,高職生的理想二語(yǔ)水平最高,應(yīng)該二語(yǔ)自我水平最低;高職學(xué)生的理想二語(yǔ)自我、二語(yǔ)學(xué)...

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)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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