| As The Guidebook for College English Teaching in 2015 is going to be implemented,more and more English teachers have realized the importance of cultivating students' autonomous learning ability.The traditional teaching approach,which is the teacher-centered approach,has been replaced by the student-centered approach.Since the concept of learner autonomy was proposed by Holec in the year 1981,many studies at home and abroad have been carried out.Among the factors that influence learner autonomy,motivation and self-regulation are two important ones.The research of college students' motivation,self-regulation and learner autonomy has great significance in understanding the English learning situation of college students.However,among the large amount of previous studies concerning the English learning motivation at home and abroad,few of them have taken the ethnic minority students as subjects to explore their English learning motivation.The present study is designed to investigate the relationship among English learning motivation,self-regulation and learner autonomy which exert effects on the MKH ethnic university students of non-English majors in Xinjiang.The thesis embodies six chapters: Chapter one is the introduction,which deals with the research background,the purpose and significance,and organization of the thesis.Chapter two starts with the basic concepts of motivation,self-regulation and learner autonomy,including some correlated studies.Chapter three introduces the theoretical framework and analyzes the relevance among motivation,self-regulation and learner autonomy.Chapter four mentions the methodology of the study.Chapter five serves as the results and discussion.The data are processed by SPSS 19.0 and the reasons are reviewed.Chapter six gives a demonstration of the major findings,implications for cultivating students' motivation and fostering learner autonomy as well as the research limitations of this study.In addition,some proposals for further study are mentioned.150 freshmen of MKH non-English majors in a university in Xinjiang participated in the present study.A set of questionnaires were employed as the main tool to measure the participants' motivation,self-regulation and learner autonomy in an attempt to: 1)Understand the characteristics of motivation,self-regulation and learner autonomy in their English learning;2)Test whether there are any differences among students of different genders,family backgrounds and nationalities;3)Understand the relationship between students' motivation,self-regulation and learner autonomy.The results are shown as follows:On the whole,MKH college students have strong English learning motivation,while their self-regulation is not quite satisfactory.With regard to motivation,parental encouragement and international orientation rank the highest,while motivational intensity and self-efficacy ranks the lowest.As for self-regulation,commitment and metacognitive control ranks the highest,while the emotion control ranks the lowest.When it comes to learner autonomy,classroom-based approaches rank the highest,while learner-based approaches rank the lowest.Additionally,as for motivation,gender is not a determining factor.However,family background may lead to significant differences among different groups.To be specific,students coming from big cities differ significantly from students from rural area in motivation.As for self-regulation and learner autonomy,gender,family background and nationality are not determining factors.At last,it can be concluded that motivation,self-regulation and learner autonomy has strong relationship with each otherBased on the findings above,this paper finally provides some suggestions for future English teaching in college.It is suggested that teachers should change the traditional teaching approach as soon as possible,and provide MKH students with more chances to do autonomous learning,reduce MKH students' pressure and help them build confidence in English learning. |
PDF Full Text Request