A Research On Learning Motivation,Belief, Strategy’s Affection In College English Learning

In the social environment of globalization, English has become an important part of China’s national quality education at higher level. English courses are generally held at public colleges and universities which were classified as basic subject schools. College students’English level is not only a standard of checking if they can graduate but is also a standard of employers to check if they want to hire them. The learner’s awareness of English learning continue to be strengthened, in this spectrum, scholars started to discuss and analyze how to improve college English teaching quality and how to improve students’English learning levels.Among all the factors that effect students’learning efficiency, the determining factor is the learners’internal element. Among all these factors, motivation, beliefs and strategies are more important when compared with intelligence, personality and other controllable factors. This study, under this student focused philosophy, using freshmen from Yangtze University as the subject, using a questionnaire and survey to collect actual data. Summarizes the theoretical studies and empirical studies of English Learning motivation, Belief and Learning strategy and analyzes the following items specifically.(1) Students’motivation, concepts, strategies and selection bias in English learning (2) Correlation analysis of students’English concepts and corresponding learning strategies (3) Correlation analysis of students’English learning motivation, concepts, strategies and learning effects (4) Through the group of higher achievers and lower achievers in the grades of CET4, analysis the differences of these two groups’ learning motivation, concepts, strategies.(5) Discuss the optimization of college students’English learning effects through the adjustment of learners’learning motivation, concepts and strategies. The conclusions of this thesis are as follows.First, English grades of the college entrance examination, the final exam and CET4have strongly positive correlations. While girls do better in the effort degree and their English is better than boys.Second, in the item of learning motivation, students’are mainly surface motivation. Their deep motivation intensity is weak. Besides, through respectively analyzing the learning motivation of girls and boys, girls are better than boys on the level and intensity of learning motivation.Third, in the section of learning concept, the students’concept of cognitive management is on the top and concept of mother tongue-reliance is on the bottom. Through analyzing the relevance of learning concept and learning effect, this thesis finds that the concept of function practice is positively correlated with the grades of CET4and concept of mother tongue-reliance is negatively related to the grades of CET4.Fourth, in the section of learning strategies, students’cognitive management strategies are used the most while the strategies of function practice are used the least. Besides, the strategies of cognitive management and resource management are positively correlated with the grades of CET4, but the strategies of mother tongue-reliance are negatively related to the grades of CET4.Fifth, in the analysis of the correlation between learning concepts and learning strategies, the thesis finds that each pair of learning concept and learning strategies has positive correlation and correlative degree has statistical significance. This means that the higher the learners hold certain concepts, the greater the likelihood of practice in the learning process.According to the above the result of college students’learning motivation, concept and strategies, this thesis elaborates the survey data which influences the college students’English learning and gives practical suggestions specifically. Firstly, from the reformation and optimization of the campus environment, a good language learning environment for learners should be provided. Besides, teachers should emphatically guide the development of learners’deep motivation and the strength of learning motivation, help learners to recognize their own learning concept and then changes consciously bad learning concepts. What’s more, the use of English learning strategies should be strictly teached and trained.In a word, to get good English learning effects, teachers are especially needed who guide and train students’learning motivation, concepts and strategies. To get good English learning effects, learners themselves’hard work also needed. They themselves need to realize the learning effects and functions of learning motivation, concepts and strategies and then make positive improvements and adjustments.