| For most of specialized students in China, English is still a required subject at present, especially the oral English learning which is more practical in their communications. However, there are numerous different factors to influence students in English learning experience. These factors including learning environment, giftedness for learning and learning conditions cause their different level of proficiency in English. It is the same with students who are studying in the special higher school-military universities. They come from different places, with different learning experience before entering the military schools. After coming to military universities, they almost stand at the same starting line to learn oral English though having different foundation. Even if studying different before, they have common lessons after admission. They can master the application of English only when studying hard as before.For any language learners, the personal self-motivated ability is a main factor directly to influence their English learning performance, and it is the same for military school students. Because they often live in a relatively enclosed living and learning environment, their motivation for learning oral English is from their self-motivation, and the supervisor for learning are just themselves. However, currently the studies are still lack on strategies of both oral English learning and self-motivated learning motivation in foreign teaching field at home, while the studies on oral English learning for military school students are quite rare. On that account, this paper is intended to study the strategies of both oral English learning and self-motivated learning motivation.Taking the students from some military school as the research object, the applications are investigated for strategies of both oral English learning and self-motivated learning motivation and the correlation of these strategies are analyzed. The participants are classified by junior, intermediate and senior English levels for analysis and comparison. The learning strategies of students at junior, intermediate and senior English levels and the intensity of their self-motivated learning motivation strategy both are explored. This paper is aimed at the follow questions on the basis of related theories and data analysis:(1) The use of oral English learning strategies in the process of oral English learning of the military college students?(2) What is the use of the self-motivated learning motivation strategies of the students in the military academy?(3) What is the relationship between the military college students’ English speaking learning strategies and self-motivated learning motivation strategies?In order to clarify these questions,200 students from one military school were selected as the research objects for this study. Their motivation intensity and application of learning strategies and their relation were surveyed respectively using Meng Wei Motivated Strategies for Learning Questionnaire (MSLQ) and Oxford Strategy Inventory for Language Learning (SILL). This study is divided into two parts:one is that descriptive analysis is applied to explore respondents’motivation intensity and applications of learning strategies; the other one is that Pearson correction analysis is used to discuss if there is a correlation of strategies of both self-motivated learning motivation and applications of learning strategy. In this study, SPSS 13.0 software were used for a quantitative analysis of these data. The main results are summed up as follows:(1) The learners at junior, intermediate and senior English levels have strong self-motivated English learning strategy. The motivation intensity goes up for those at junior and intermediate English levels with their level improvement, but for those at a senior English level, their intensity for self-motivated English learning strategy decreases, indicating the self-motivated English learning strategy at junior and intermediate levels exerts a bigger incentive function on English learning.(2) These four strategies, namely, metacognitive, cognitive, affective and social strategies, all are the English learning strategies often applied by the learners at junior, intermediate and senior English levels. The application frequency becomes high for metacognitive, affective and social strategies with the learners’level improvement. There is a significantly difference in junior, intermediate and senior levels for application of cognitive strategy:its application frequency increases at junior and intermediate levels but decreases to some extent at the senior level. The social strategy is the most common English learning strategy for all learners, while the cognitive strategy is the least frequently used. The affective strategy is the least frequently used for the intermediate English level learners, and nor is the cognitive strategy for the senior English level learners.(3) On the whole, the metacognitive strategy is the one that exerts a most influence on the learners’ self-motivated learning motivation strategy, and followed by affective, social and cognitive strategies successively.(4) For the learners at different levels, their self-motivated learning motivation strategy and interrelation of strategy types are different with changes of levels. In the three levels, there is a most significant mutual effect of self-motivated learning motivation strategy and metacognitive strategy at the junior-level learning stage. However, such correlation coefficient becomes small in the intermediate-level stage, and even this effect is not significant in the senior-level stage.Based on above results, this paper has explored the enlightenment of the research to the oral English teaching for military school students, and proposes some targeted suggestions. For example, the English teacher should first raise students’ level of understanding about effective self-motivated learning motivation strategy, and then promote such strategy in their minds. |
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