Study On The Influence Of English Learning Motivation In Chongqing On Their Application Of English Autonomy Learning Strategies

As the result of the economic globalization and our country's participating in international affairs more thoroughly,the society and times set college students' English competence a higher requirements.It is considerably meaningful in education to study college students' English-learning motivation and the current situation of English autonomy leaming.Such study is helpful to improve teaching effects and college students' English competence.This thesis will enrich the study on college students' English-learning motivation and their application of English autonomy learning strategies,which will help college students to enhance their English learning motivation and solve their problems in the process of English autonomy-learning.The result of this study shows that:1.The questionnaires of college students' English-learning motivation and their application of English autonomy-learning strategies in Chongqing have boundary fine message effect.The questionnaires are in line with requirement of psychological measurement and can be used as the study tool.2.The questionnaire of college students' English-learning motivation in Chongqing is divided into five dimensions,i.e.cognitive motivation,interest motivation,personal development motivation,conflict motivation and belonging motivation.Among the five dimensions,the mean of conflict motivation is the maximum and the mean of cognitive motivation is the minimum.3.The questionnaire of college students' English autonomy learning strategies in Chongqing is divided into four dimensions,i.e.planning strategies,English language learning strategies,memory strategies and reflection strategies.Among the four dimensions,the mean of reflection strategies is the maximum and the mean of English language learning strategies is the minimum.4.College students' English-learning motivation in Chongqing is different between female students and male students,students majored in arts and majored in science.There are also differences among the students from different grades and different colleges.The cognitive motivation,interest motivation and personal development motivation of female students' are higher than male students.The personal development motivation and conflict motivation of freshmen are higher than sophomores,juniors and seniors.The cognitive motivation,interest motivation and conflict motivation of seniors are higher than freshmen,sophomores and juniors.The conflict motivation of vocational college students is higher than average university students and key university students.The cognitive motivation,interest motivation,personal development motivation and belonging motivation of average university students are higher than vocational college students and key university students.The conflict motivation and personal development motivation of students majored in arts are higher than students majored in science.5.The application of college students' English autonomy learning strategies in Chongqing is different between female students and male students,students majored in arts and majored in science.There are also differences among the students from different grades and different colleges.The female students are more skillful at putting all the four English autonomy-learning strategies into play than the male students. Freshmen are the most skillful at applying planning strategies among four grade students.Seniors are the most skillful at applying reflection strategies and memory strategies among four grade students.Average university students are more skillful at applying reflection strategies and memory strategies than vocational college students and key university students.Key university students are more skillful at applying planning strategies than vocational college students and average university students. Students majored in arts are more skillful at applying English language,learning strategies than students majored in science.6.There is a positive correlation between college students' English-learning motivation in Chongqing and their application of English autonomy-learning strategies. Their cognitive motivation,interest motivation,personal development motivation and belonging motivation have influenced the application of English autonomy learning strategies,and the interest motivation and belonging motivation have influenced more deeply than cognitive motivation and personal development motivation.Cognitive motivation,personal development motivation,conflict motivation and...