Learning Strategy And Academic Motivation Training In Foreign Language Learning In Grade 7

By the method of experimental intervention, learning strategy and academicmotivation training study in foreign language learning were programmed in fourclasses in Grade 7 of a junior middle school in the present study, in order toinvestigate the level of academic motivation and the use of learning strategy in foreignlanguage learning in Grade 7, and discuss their relationship with foreign languageachievement. Then the training effects on foreign language achievement wereinvestigated by learning strategy and academic motivation training. The study showedthat:1. The distribution of Grade 7 students' learning strategy was normal, in other words, most students had average learning strategy level, only a few students had high learning strategy level or low learning strategy level. The distribution of academic motivation was negative skewness, in other words, most students had higher motivation level.2. The foreign language achievement of Grade 7 students had significant positive correlation with the level of academic motivation. The level of learning strategy had significant positive correlation with the level of academic motivation, too. But there was not significant positive correlation between the level of learning strategy and the level of academic motivation.3. Learning strategy training of foreign language didn't have significant effect on the level of learning strategy, the level of academic motivation and foreign language achievement. Academic motivation training of foreign language had significant effect on the level of academic motivation, but no significant effect on the level of learning strategy and foreign language achievement. Learning strategy training and academic motivation training of foreign language together had significant effect on the level of learning strategy, the level of academic motivation and foreign language achievement.4. The relationship model among learning strategy, academic motivation and foreign language achievement was built by path analysis: the students' per-achievement and delay-academic motivation level could forecast their delay-achievement; per-academic motivation level, per- achievement and delay-learning strategy level could forecast their delay-academic motivation level; while per-learning strategy level could forecast their delay-learning strategy level.