An Empirical Study On The Correlation Between Engmsh Learning Motivation And Autonomous Learning

In the past several ten years, a great deal of researches has been done by foreignand domestic researchers and scholars in the definition of the concept of autonomouslearning, and the description of characteristics of autonomous learning, and thediscussion on the theoretical basis of autonomous learning as well as on the practiceof the learners’ learning capabilities by all kinds of approaches, while there are lessconcern to the empirical studies on correlation between English learning motivationand autonomous learning; moreover, the studies, which regard NEMSPFPE as thesubjects are even fewer.The present study focuses on investigating the correlation of NEMSPFPEbetween English learning motivation and autonomous learning from the aspect ofempirical study; and further analyze to what extent the correlation exists betweenmotivation and autonomous learning, and further prove that intrinsic learningmotivation plays much better function in autonomous learning, as well as furtherexplore the effective teaching and learning methods for strengthening theirautonomous learning and improving their learning effects.220NEMSPFPE of non-English major senior students from QuFu NormalUniversity are chosen as subjects of survey. The statistical software SPSS17.0wasused to explore the correlation between their English learning motivation andautonomous learning. The results are following: firstly, a strong positive correlationexists between NEMSPFPE’ English learning motivation and autonomous learning;secondly, the correlations between both extrinsic and intrinsic motivation andautonomous learning are significant positive correlation; thirdly, the combination ofextrinsic and intrinsic motivation predicates37.9%variance in autonomous learning,of which, the function of intrinsic motivation is stronger.Based on results of the discussion, four implications, which is conducive forNEMSPFPE to improve autonomous learning in English learning, can be concluded:firstly, NEMSPFPE’ intrinsic motivation of English learning should be motivatedand contained; furthermore, NEMSPFPE’ capacity of autonomous learning should beimproved, particularly in aspect of communicative strategy; moreover, teachersshould help them to cultivate positive attitude towards twists and turns; last but notleast, society should provide NEMSPFPE with a favorable social and culturalcircumstances. Although the thesis made a tentative discussion on the correlations betweenEnglish learning motivation and autonomous learning, after all some limitations stillexist，such as the first is on the confined subjects; the second is with regard to thelack of consideration in the subject and its quantitative on questionnaires andinterviews; the third is the single research instrument. At present, the thesis is fromthe aspect of the correlation between English learning motivation and autonomouslearning, while the future studies will be further operated, or explored from the otheraspect, for instance, the correlation between English learning practice andautonomous learning or the effects of autonomous learning on the English learningmotivation.