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A Survey on the Junior Middle School Students’ Use of Motivational Regulation Strategies in English Learning

Author: YangJianXin
Tutor: QuanHongZuo
School: Xinjiang Normal University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Survey Use Motivation regulation strategy English learning Urumqi
CLC: G633.41
Type: Master's thesis
Year: 2010
Downloads: 195
Quote: 0
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Abstract

Has a vital role in the motivation of second language learning. Due to the fluctuating characteristics of motivation, good at regulating the control of the self-motivated learner in the learning process is bound in a dominant position. However, the field of foreign language learning is also a lack of systematic empirical research on motivation regulation, existing research also many older students in foreign language learning motivation regulation, due to the self-regulatory capacity of all ages of learners, and thus its degree of regulation of motivation as well as a means of regulation will be different. Therefore, it is necessary to understand the motivation of the younger segment of foreign language learners regulation, so that the rich foreign language learning motivation Regulation. This study as a basis, select Urumqi junior high school students for the survey, to understand the motivation of younger segment learners in learning English in regulation strategies use. In this study, using a combination of quantitative surveys and qualitative interviews way. From three secondary schools in Urumqi, a total of 552 (the first, 192; the first two days, 176, 184 junior) students participated in the survey, 36 students were invited to participate in subsequent interviews. The results are as follows: 1) the overall frequency of use of motivational regulation strategies to achieve the high level of the frequency of use of the eight strategies to achieve above average levels. Which task value, enhance, enhance self-efficacy, consequences envisaged evoke mastery goals, performance targets evoke willpower to control the frequency of use of the six strategies to achieve a high level. The other two strategies, of interest enhance and self-reward use to achieve a moderate level. The frequency of use of the eight kinds of motivational regulation strategies from high in the end turn: mission to enhance the value, enhance self-efficacy, the consequences envisaged, mastery goals evoke, performance targets evoke the willpower to control interest in upgrading and self-reward. 2) motivation regulation of the use of gender and grade differences also exist. The girls use the frequency of the motivation regulation strategies than boys. Both in the value of the task to enhance enhance interest in the consequences envisaged evoke mastery goals, performance targets evoke the willpower to control the use of the six strategies to achieve a significant difference. The use of motivational regulation strategies showed a downward trend with increasing grade. 3) of these motives regulation strategy due to the students' motivation different control strategies: when the surrounding environment interfere with learning, junior high school students tend to use the mission to enhance the value and willpower; When bad mood or state of mind, and junior high school students tend to enhance the value of using the task willpower to control and enhance self-efficacy strategy; when learning tasks too difficult or too much homework, middle school students tend to use the mission to enhance the value, enhance self-efficacy, the consequences envisaged performance targets to arouse and self-reward strategy; When learning task boring, middle school students tend to use a task to enhance the value and performance targets evoke, to master goal arouse and interested in upgrading strategy. 4) the use of motivational regulation strategies on junior high school English academic also produced a positive impact. Six motivation regulation strategies (task value, enhance mastery goals evoke, arouse the performance targets, the willpower to control interest in upgrading and enhance self-efficacy) and the English academic achievement of the students was a significant positive correlation. Regression analysis showed that the four strategies (task value, enhance performance targets evoke willpower control, interest enhancement) can effectively predict students' English scores positive.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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