A Research On The Correlation Between Adaptability And Motivation Of Freshmen In Vocational Colleges

This study is based on two scales,analyzes the current situation of the adaptability and motivation of English learners in vocational schools and the correlation between adaptability and motivation.To fulfill these research objectives,this investigation adopts a quantitative methodology.Two scales ——The English Learning Adaptability Scale for Vocational College Freshmen and The English Learning Motivation Scale for Vocational College Freshmen are employed to collect information.All together 151 non-English-major freshmen from a vocational college in Jiangsu participated in this survey and a total of 147 valid responses from students are selected for data analysis.This research reveals the facts as following.Firstly,the freshmen in that vocational college have average learning adaptability and learning motivations in general.Secondly,there is no significant difference in the adaptability of English learning with different majors,genders or origins and no significant difference in the adaptability of English learning with different majors or genders;but there is a significant difference in the adaptability of English learning between different origins,and the motivation of urban students is stronger than that of rural areas students.Thirdly,there is a low significant correlation between freshmen’s English learning adaptability and motivation.Frothy,intrinsic interest motivation and personal development motivation are positively correlated with learning environment factor,learning attitude and learning ability respectively.Fifthly,learning situation motivation and achievement motivation are low negatively correlated with learning ability respectively.Based on the above conclusions,this research suggests that promote the cultivation of learning adaptability and motivation from two aspects of teachers and students respectively.On the one hand,cultivate good adaptability from several dimensions,including the psychological counseling,correcting learning attitude,cultivating self-management awareness and ability,individualized and diversified teaching and learning mode.On the other hand,stimulate the multi-faceted English learning motivation from students’ intrinsic interest,personal development,learning situation,achievements,sense of responsibility,and motivation to go abroad.In particular,the enhancement of rural areas students’ learning motivation should be paid more attention.Both teachers and students should take multi-pronged approaches to guide and utilize each of significant related dimensions of learning adaptability and motivation,and promote a virtuous cycle,then improve the efficiency of learning and teaching effectiveness,so as to achieve the multiplier effect.