The Correlation Between Learning Motivation And English Reading Strategies

This thesis studies the correlation between English learning motivation and English reading strategies through a questionnaire survey, by virtue of a language learning motivation questionnaire and an English reading strategy questionnaire.Reading is one of the four essential language skills----listening, speaking, reading and writing. For college students, reading is a key to success in their higher education. Reading can build one's vocabulary and make a person write better. Reading provides the opportunity to learn new knowledge and to acquire new skills. So, improving reading comprehension is the major purpose of English learning; Motivation plays an irreplaced role in acquisition of a second or foreign language. It is commonly thought of as an inner drive, impulse, emotion or desire that moves one to a particular action providing driving force to sustain the long language learning process. Language learning motivation is probably most frequently used for achieving the success of reading tasks. Reading is the primary purpose and means of language learning. It is found that reading strategies are prominent among factors affecting language learning and improving language learners'reading comprehension.Whether the learning motivation affects the choice of reading strategies and influences the high and low level of achievement of reading task or how they affect each other is the focus of this thesis. The experiment was conducted on 1033 Grade-3 students with their own motives of learning in No.12 senior school. Descriptive statistics, T-test and Pearson correlation in SPSS 17.0 were used to analyze the data.The survey shows that:1. Senior-high-school students use English learning strategies occasionally. They are good at employing cognitive and rarely use affective/social and meta-cognitive strategies. The level of intrinsic motivation is higher than that of extrinsic motivation.2. There is a significant difference between English learning strategies and English learning motivation.3. Good students use strategies more frequently than poor students. The formers' learning motivation is stronger than the latter's.4. There is a significant difference between English learning strategies and English learning motivation. The score motivation is negatively correlated with learning strategies.Theoretical and statistical evidence for reading strategies training and activation of motivation is provided in the study as well as some tentative suggestions for language learning, language teaching and motivation enhancement.If we want to develop the competence of students who are committed to learning, who take delight in the experiences they share within school, then we need to show them how they can take control of their own learning. As language teaching has become more learner-focused, students are asked to self-direct the language learning process and become less dependent on the teachers. Most linguists agree that it is very important to improve the learners with the necessary strategies of learning and problem solving. Therefore this thesis gives suggestions on creating supportive learning atmosphere and encouraging students to autonomous learning.