英语学习动机对医学生应用学习策略的影响开题报告

 2023-01-07 10:57:27

1. 研究目的与意义

The proceeding of globalization means that international collaboration among multilateral organizations or nations must conquer obstacles from language. English has been recognized as one of official languages by the United States. It is acknowledged that English is a highly-recognized language all over the world. Naturally, English is rather prevalent in China, especially among the youngster. It is necessary and beneficial to master English even to be proficient in utilization. Language motivation is considered to be one of decisive elements whether language learning is successful or not. Here, the focus of my essay centers on the effects of English learning motivation on the application of medical students learning strategies.

2. 文献综述

When it comes to learning motivation, motivation is a innate mechanism that settles study goals and consolidates learning desire even promotes language learning activities. Motivation is a significant factor of succeeding learning a second language. As a matter of fact, the relatively earlier learning motivation dated back to 1950s and was proposed by Catford. Gardner integrationit refers to individual learner who has a tendency to communicate with target language speakers and prefers to resembling between himself and target language community in the field of cultural customs and conventions. Drnyei(2001) thought that the drive、efforts and persistence to a particular action was attributed to motivation. Hence, it is admitted that learning a second language should put more attachment to the confirmation of motivation. The core importance of motivation cannot be neglected. As for types of motivation, there exists to be great divergence among these classifications. According to Gardner, R (1985), he has classified motivation into two main types: integrative motivation and instrumental motivation. To be exact, integrative motivation gets involved in an interest in learning a second language , for individual preference to people and their transcendent culture of target language. It includes three aspects: motive、integration and learning attitude. In terms of this view, part of this theory is well recognized by the scholars. Instrumental motivation emphasizes extrinsic practical goals of a language learning action, such as for a certificate or passing an exam even finding a good job. However, the most obvious shortcoming of Gardners motivation model is lacking in capacity to solve newly-occurring problems about motivation. In 2005, Drnyei put forward a dimensional classification. He divided motivation into three levels which was respectively language level、learner level and learning situation level. Drnyei put emphasis on learning situation level, which was considered to exert great influence on language learners ultimate outcomes. The biggest advantage of his motivation model has built up links with class teaching. In China,the relatively famous motivation type experiment was performed by Gao Yihong (2003) . combining with concrete social context, she made a specific classification about seven categories: personal development、grade、learning context、information media、intrinsic interest、social responsibility、going abroad and other. The questionnaire discovered that 80 percent of undergraduates study English just for graduating certificate.Speaking of language learning strategy, it refers to those thoughts and actions consciously implemented by language learners for learning a language in a highly efficient and effective way. According to Chamot, he thought Learning strategies are techniques、approaches or deliberate actions that learners take in order to facilitate the learning, recall of both linguistic and content area information. It originated from the research about the Good Language Learner in 1975. From its literal meaning, a goal of the research was to offer aids for students learning and teachers teaching methods. Furthermore, the classical categories of language learning strategy was formulated by OMalley and Chamot in the 1980s. It gets involved in metacognitive 、cognitive and social/affective learning strategy. Planning、monitoring and evaluating language learning account for important part of metacognitive learning strategy. As for cognitive learning strategy, it fully utilizes direct analysis and synthesis of linguistic material, which create mutual connections between L1 and L2. Social/affective strategy pays much attention to obtain communication and cooperation with others. In 1990, Rebecca Oxford complemented OMalley learning strategy types by investigating SILL , adding memory and compensation strategy into previous category. She made a further clear classification: direct(including memory, cognitive and compensation ) andindirect(including matecognitive, social and affective ) learning strategy. For Oxfords strategy classification system, it provides a precise division for language learners. In addition, there are many factors influencing deployment of learning strategy, like motivation, age, aptitude, gender and e.g. Previously, scientific experiments were conducted to explore the relationship between motivation and strategy. In 2001, Wen Qiufang made a survey by questionnaire about English majors of Nanjing University in 1996. She found that there was a powerful stability among motivation, consciousness and strategy. On top of this, Jiang Xiaohong (2003) investigated how achievement motive influences strategy. Her subjects were 273 students of six universities and content was related to their grades of CET4. The outcomes also indicated that achievement motive does have an effect on employment of learning strategy and higher-level learners were likely to implement metacognitive , cognitive and affective strategy and so on. In a word, these experiments have proven that motivation and strategy have some relationship.

3. 设计方案和技术路线

in the form of Questionnaire

4. 工作计划

The first two weeks of April will incude making questionnaire samples and conduct them.In the middle week, I will collect data and anyze the investigating resultes.Finally, in the end of this month , the first draft will be finished and handed in.

5. 难点与创新点

Actually, main purpose of this essay is to investigate medical undergraduates motivation and learning strategy types and what kind of relevance exists between motivation and learning strategy during the process of learning English. Furthermore, I wonder how English learning motivation influences the application of medical students learning strategy. Before an experiment, I suppose that intensity of motivation could determine medical students English learning strategy preference to affective strategy. I will adopt the form of a questionnaire and analyze the collected by SPSS. The questionnaire is composed by two parts: motivation and learning strategy types. The experiment inventories initially come from Strategy Inventory Language Learning (SILL) by Rebecca Oxford in 1989 and Gao Yihong s motivation investigation inventory. On the basis of two inventories , I delete some items or add new items. My essay will center on the result of data from the questionnaire.

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