On The Correlation Between English Learning Motivational Regulation Strategies And Learner Autonomy

The ultimate goal of foreign language education is to cultivate the learner autonomy,help them develop the ability of lifelong learning,and adapt to the constantly changing world.However,learners' initiative lacks stability and changes constantly,which affects the development of learner autonomy.Therefore,it is necessary to cultivate learner's ability to actively regulate all aspects of learning,of which learning motivation is regarded as one of the important factors affecting foreign language learning.Hence,researchers have carried out relevant research on the relationship between English learning motivation regulation strategies and learner autonomy.By sorting out relevant literature at home and abroad,the author found that the research objects are mainly college students,and only Pearson correlation test is used to explore the relationship between the two.Therefore,the innovation of this study is to select non-English major postgraduates as the research subjects,and use multiple regression analysis to explore the correlation between English learning motivation regulation strategies and learner autonomy.This study adopts a mixed research method,which combines questionnaire survey and semi-structured interview to ensure the authenticity and comprehensiveness of the research results as much as possible.Based on the research results at home and abroad on the relationship between English learning motivation regulation strategies and learner autonomy,the author adapted the original questionnaire according to Li Kun's(2009)A Study on Motivational Regulation of Chinese EFL College Students questionnaire and Xu Jinfen's(2004)Investigation and Analysis of Non-English Major College Students' Autonomy questionnaire,combining the learning characteristics of non-English major postgraduates,which comes up with the “Questionnaire on English Learning Motivation Regulation Strategy of Non-English Major Postgraduates” and“Questionnaire on English Learner Autonomy of Non-English Major Postgraduates”.This study selects 256 non-English major postgraduates for a questionnaire survey,and selected eight postgraduates from the stratified sampling as the interviewees.The research questions are as follows:(1)What is the current situation of English learningmotivation regulation strategy use for non-English major postgraduates?(2)What is the current situation of English learner autonomy of non-English major postgraduates?(3)What is the correlation between English learning motivation regulation strategies and learner autonomy for non-English major postgraduates? It can provide reference for teachers' teaching of English motivation regulation strategies,guide students to improve the use level of English learning motivation regulation strategies,and finally provide targeted reference for non-English postgraduates to improve the English learner autonomy.In this research,SPSS21.0 is used to analyze the data and interview content.The main findings are as follows: the frequency of using motivational strategies for non-English major postgraduates is at a moderately high level,among which task value enhancement strategy is the most frequently used and self-reward strategy is the least frequently used.The English learner autonomy of non-English major postgraduates is at a medium level.The ability to establish learning goals and formulate learning plans is low,and there is a lack of long-term English learning goals,and the ability to execute plans is not strong.And there is a positive correlation between English learning motivation regulation strategies and learner autonomy.The regression equation is:English learner autonomy = 0.612+ 0.083 × performance self-talk strategy + 0.193 ×mastery self-talk strategy + 0.042 × self-reward strategy + 0.133 ×negative-based incentive strategy + 0.234 × task value enhancement strategy + 0.131 × volitional control strategy + 0.145 × self-efficacy enhancement strategy + 0.122 × interest enhancement strategy.Research suggestion: In teaching,teachers should carry out training on motivational control strategies,guide students to use different types of strategies to control their own learning motivations,and help students establish realistic learning goals and implement learning plans.Give full play to the guidance and organizational role of supervisors to encourage postgraduates to improve their comprehensive English skills.In learning,students should establish correct values of English learning,and have the consciousness of consciously monitoring English learning motivation.Constrained by subjective and objective conditions,this study has the following shortcomings:(1)The sample of this study is not extensive enough.Only the second-year non-English major postgraduates are selected.Although it is representativeto some extent,it is not enough to fully reflect the actual situation of the whole postgraduate stage.(2)Although the questionnaire is compiled under a large number of research materials and combined with the English learning characteristics of non-English major postgraduates,there is still a problem that the survey content is not comprehensive.(3)This study is only a cross-sectional study,and it cannot reflect the dynamic development and change of English learning motivation regulation strategies and learner autonomy of non-postgraduates,as well as the interaction between the two.