A Survey Of Learning Motivation And Self-Learning Ability Of American And Korean Students In Soochow University

On the basis of Holec's self-learning theory and the self-determination motivation theory of Deci&Ryan,this paper takes the American students in the CLS(Critical Language Scholarship Program)Suzhou teaching school of Soochow University and the Korean students from Daejin University in Suzhou as the investigation sample.Through the questionnaire survey on the learning motivation and self-learning ability of the two samples,the analysis of the SPSS is used.The differences and connections between the two countries in learning motivation and autonomous learning are described.The general characteristics of their internal learning motivation and external learning motivation are described,and the general characteristics of their self-learning ability are described,and the similarities and differences of learning motivation and self-learning ability of the two countries are also discussed.In the specific method,the T test,analysis of variance and correlation analysis were carried out on the survey data,and obtains the following understanding:there is no significant difference between the two countries' students in the self-learning ability.In terms of motivation,American students are mainly motivated by internal motivation,and the Korean students motivated by external motivation.The external motivation of American students is obviously lower than that of Korean students.The text of the full text is divided into four chapters.The first chapter introduces and reviews the theory of learning motivation and the theory of self-learning,and summarizes the research and application of the two theories from the perspective of foreign and domestic.The second chapter discusses the general situation of learning motivation and self-learning ability of foreign Chinese learners from the US and South Korea.Through the analysis of the questionnaire data,the findings of the two countries' international students are displayed from all levels.The third chapter makes a comparative analysis of the learning motivation and autonomous learning ability of the students in the two countries.T test and ANOVA are used to explore the differences and relationships between them.The fourth chapter discusses the implications of the findings of the survey,and advocates that teachers should adopt different teaching strategies for students with different learning motivation to stimulate their interest in learning,enhance their learning motivation and cultivate their ability to study independently.