A Study On Motivation, Learner Autonomy And Learning Achivement Of Young English Learners

Along with a research focus transferring from a teacher-centered perspective to a student-centered one, affective factors are gaining more and more attention for the past decades. Motivation, one of the key affective factors, influences the rate and success of second/foreign language learning. Learner autonomy, a concept introduced by Holec (1981), is a widely researched important factor in effective language teaching and learning.The purpose of this thesis was to examine the relationship of motivation, learner autonomy and learning achievement of young English learners in China. Research questions included 1) How are young English learners typically motivated in their English learning? 2) Is there a relationship between motivation and achievement? 3) Is there a relationship between motivation and learner autonomy? 4) Is there a relationship between learner autonomy and achievement? 5) Is there any difference in motivation and learner autonomy among different score groups?Questionnaires and interviews are conducted as research instruments and thus a number of qualitative and quantitative data were collected. The Statistical Product and Service Solutions (SPSS) was later employed to manage, display and analyze data. Descriptive analysis,Pearson correlation and regression model were applied.The analyses of the combined data of this study yield several findings, 1)Young learners are motivated intrinsically and extrinsically, however, they are motivated more intrinsically; 2)Intrinsic motivation is correlated significantly and positively with learning achievement, while extrinsic motivation is correlated significantly but negatively with learning achievement; 3) Learner autonomy is correlated significantly and positively with intrinsic motivation, while it is correlated significantly but negatively with extrinsic motivation; 4) Learner autonomy is correlated significantly and positively with learning achievement, 5) There is a significant difference in intrinsic motivation and learner autonomy among different score groups. High achievers are more intrinsically motivated and more autonomous in their learning; 6) Intrinsic motivation and learner autonomy are two strong predictors to learning achievement. Compared with learner autonomy, intrinsic motivation contributes more to learning achievement.At the end of the thesis, implications, limitations of the research and suggestions for future study were covered.