Empirical Research On Dynamic Relationship Between Students' Learning Motivation, Learning Strategy And English Achievement

In second language acquisition research, learners'individual difference research is one indispensable part. Among multitudinous theories about individual difference research, the relatively more influential one is individual difference research framework put forward by Ellis in 1994. This framework consists of three correlated variables:individual difference, learner's strategy and language learning achievement, in which learning motivation is one of the general individual difference factors. Even though a lot of studies on correlation between individual difference, learner's strategy and language learning achievement have been done at home and abroad, very few are conducted from a dynamic perspective.This research chooses non-English major sophomores in Hunan Agriculture University as subjects. Using longitudinal method, we have surveyed the subjects repetitively in four different periods of one school year. Data of two or more variables are collected from the same subjects by questionnaire investigation to analyze variables'changing tendency after operating relative coefficients. We have adopted Statistical Package for the Social Science (SPSS) to examine the reliability and validity of questionnaires, analyze the various potential relationships between variables such as correlation, causal relationship, dynamic changing relationship and we have also done unitary linearity regressional analysis and Paired-Samples T Test etc. The research expects to answer three questions:firstly, is there a dynamic relationship between learning motivation, learning strategy and language learning achievement? Secondly, for higher-level students, will there appear a balance between variables in a short period? Thirdly, how does language learning achievement affect learning motivation and strategy reversely? Results of the study show that language learning achievement affects the changing of learning motivation and strategy in certain degree and the relationship between learning motivation, strategy and language learning achievement of higher-level students presents a mutually promoted, steadily upward dynamic one which can temporarily reach a balance at certain stage.Second language acquisition research studies learners' characteristics, developing tendency and interlanguage of second language. In recent years, Second language acquisition research has transferred its' research focus from objects to subjects, in other words, from internal aspects of language learning to individual difference of learners. Studying individual differences and developing status of Chinese non-English major college students contributes to better understanding of English learners, revealing cognitive psychological process of English learning, establishing correct guiding ideology of English teaching and also helps to solve many problems that generally exist in our English teaching.