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The study of individual differences is a very important field of second language acquisition research. In many theoretical research on individual differences, the more influential the framework of individual differences Ellis in 1994. The framework consists of three interrelated variables: individual differences, learner strategies and language learning outcomes, motivation is generally one of the factors of the individual differences. Domestic and international study individual differences, learner strategies and language learning outcomes, but few studies from the point of view of a dynamic interaction between them. In this study, the non-English major sophomore Hunan Agricultural University for the study. Longitudinal study approach, the school year is divided into four stages, repeated surveys of the object of the study, using a questionnaire survey were from the same body to collect the data of two or more variables, computing the correlation coefficient to analyze the variables in stage changes and trends. In order to analyze the various relationships between variables, such as the relationship between cause and effect relationship, the dynamic changes in the relationship, using SPSS questionnaire reliability, validity analysis, correlation analysis between the variables, a linear regression analysis, paired samples T-test. This study is to answer three questions: first, whether there is a dynamic relationship between motivation, strategies and language learning outcomes; second, for a slightly higher level of language students, they will reach a short-term balance; language learning outcomes, in turn, how they affect motivation and learning strategies? research data proved that language learning outcomes to some extent affected the motivation and strategy change, motivation, strategies and language learning outcomes. relationship in a slightly higher level of language students who embody and promote each other, at a certain stage to achieve short-term balance, the rising dynamic relationship. Characteristics of second language acquisition research second language learners, its development and changes, interlanguage. Recent years, second language acquisition research center of gravity shifted from the object of study to the subject turned to study individual differences of learners, that is, from the inner aspect of the study of language learning. Chinese non-English majors learn English personal differences as well as the development of the state, to help understand the objective laws of the majority of Chinese students learning English, to reveal cognitive psychological process of learning English, will help us to establish the correct guiding ideology of English teaching help solve many problems common in English teaching in China.
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