A Correlational Study Of Sems' English Learning Motivation And Learner Autonomy

In the past 30 years, Domestic and foreign scholars have done a great deal of researches in the definition of the concept of learner autonomy, description of characteristics of autonomous learners, analysis on the theoretical basis of learner autonomy and how to train learners'learning capabilities through various approaches, while they have given less concern to the studies on correlation between learning motivation (an important factor in learners'individual differences) and autonomy in English language learning, and the studies in which SEMs are chosen as the subjects are much fewer.The present study is in order to survey SEMs'English learning motivation and learner autonomy, and then analyze the correlation between the two variables so as to further prove that learning motivation is an important factor to affect their autonomy in English language learning and explore the effective teaching and learning methods for improving their autonomy in English language learning and enhancing their learning outcomes.110 SEMs from Department of Self-taught Examination of China Agricultural University are chosen as subjects of investigation. By using statistical software SPSS11.5, the correlation between subjects'learning motivation (integrative motivation and instrumental motivation) and their autonomy in English learning (learning strategies, self-regulation and content and the environment) is analyzed. The results shows that: first, a strong positive correlation exists between SEMs'English learning motivation and learner autonomy; second, the correlation between their instrumental motivation and learner autonomy is significant, while the correlation between their integrative motivation and learner autonomy is weak; third, the correlation between the instrumental motivation and content and environment is the strongest, the next is the correlation between the instrumental motivation and learning strategy, finally is the correlation between the instrumental motivation and self-regulation.According to results of the analysis, four implications, which are helpful for SEMs to improve autonomy in English learning, can be drawn: firstly, SEMs'integrative motivation of English learning should be stimulated and kept; secondly, SEMs'ability of learner autonomy should be strengthened, particularly in aspect of self-regulation; thirdly, teachers should help them to develop positive attitude towards failure and establish self-confidence; fourthly, society should provide SEMs with an equitable social and cultural environment.