A Study On The Correlation Between Senior High School Art Students' Motivational Regulation Strategies And English Vocabulary Autonomous Leaning Competence

For English learners,motivation is one of the most important factors affecting English learning.However,due to the influence of language learning environment,learners' own factors,teachers,parents and other external factors,English learners tend to have a decline in learning motivation.For senior high school art students,a special group of high school students who cannot be ignored,the lack of English learning motivation is also a common phenomenon.In order to solve this problem,the use of motivational regulation strategies can help them to maintain and adjust English learning motivation effectively.In addition,English core competencies are put forward in the English Curriculum Standards for Ordinary Senior High Schools(2017),in which the learning competence is a very important component.Vocabulary,as a part of linguistic knowledge,is also an indispensable section of the course content stipulated in the Curriculum Standards.Therefore,it is necessary to study vocabulary autonomous learning competence of senior high school art students.In terms of the research of motivational regulation strategies and vocabulary autonomous learning competence at home and abroad,theoretical research is more than empirical research.And there is lessresearch on motivational regulation strategies from the perspective of English subject.Although there are many researches on autonomous learning and vocabulary learning,there is less research on vocabulary autonomous learning competence.There are few studies that combine the two to explore the relationship between them.Therefore,this paper further explores the relationship between them of senior high school art students by investigating the use of motivational regulation strategies and vocabulary autonomous learning competence,so as to provide feasible guidance and suggestions for future teaching.This paper studies the correlation between motivational regulation strategies and vocabulary autonomous learning competence of senior high school art students by means of questionnaire and interview.The subjects of the study are 276 senior high school art students from five demonstration senior high schools in Inner Mongolia.What's more,the collected data will be analyzed by SPSS(22.0),which includes descriptive statistical analysis and correlation analysis.There are three research questions in this study.Firstly,what is the current situation about motivational regulation strategies of senior high school art students? Secondly,what is the overall situation about English vocabulary autonomous learning competence of senior high school art students? Thirdly,are there any correlations between the subjects' motivational regulation strategies and English vocabulary autonomouslearning competence of senior high school art students? If yes,to what degree are different types of motivational regulation strategies correlated with English vocabulary autonomous learning competence?In view of the above research questions,the author draws the following research findings.In the first place,the frequency of motivational regulation strategies use of senior high school art students is at a medium level.Among all the motivational regulation strategies,self-efficacy enhancement strategy is the most frequently used and self-reward strategy is the least frequently used.Secondly,English vocabulary autonomous learning competence of senior high school art students is also at a medium level,among which the frequency of using vocabulary cognitive learning strategies is higher than that of using meta-cognitive learning strategies.Thirdly,there is a significant high positive relationship between motivational regulation strategies and vocabulary autonomous learning competence of senior high school art students.Additionally,self-efficacy enhancement strategy,mastery self-talk strategy and interest enhancement strategy have a great impact on vocabulary autonomous learning competence.Based on the above findings,the author puts forward some specific teaching suggestions from the aspects of enhancing students' sense of self-efficacy,cultivating students' linguistic and learning competence,and arousing students' learning interest.By selecting senior high school artstudents as the participants,this paper explores the relationship between motivational regulation strategies and vocabulary autonomous learning competence,which not only provides teachers some suggestions on the English teaching but also provides references for future studies on the English learning of senior high school art students.