The Study On The Relationship Among Learning Motivation, Self-identity And Learning Achievement Of Music Majors

The purpose of the thesis is to investigate the relationship among learning motivation, self-identity and learning achievement of music majors, and it also tries to figure out that after a semester’s English learning, whether students’learning motivation and self-identity will change or not. And whether there are some differences between genders, learning proficiency in terms of learning motivation and self-identity. The author hopes that she can provide some pedagogical implications for the teachers.The subjects are100freshmen who come from a musical conservatory in Wuhan. The data are collected by the questionnaire which has three parts, the first part is about personal information, the second part is a motivation questionnaire and the last one is a self-identity questionnaire, which together consisted of33items. As motivation questionnaire, the author use Biggs learning motivation questionnaire. And as self-identity questionnaire, the author use Gao Yihong’s. The data was analyzed by the SPSS13.0. And the results show that:1) Genders, high score group and low score group have some influence on the motivation and self-identity.2) Results of the correlation shows that self-identity is negatively correlated with learning achievement, while learning motivation is positively correlated with self-identity and learning achievement.3) After a semester’s English learning, the subjects’motivation and self-identity have changed to some extent. Especially the surface motivation, self-confidence and productive change have changed a lot.The results also provide some suggestions for the music majors’English teaching and learning, and the author hope that it can be helpful to the teaching of the music majors.