| The study of second language learning strategy began in1970s. Many constructive researches focused on the description and classification of learning strategy as well as the function of learning strategies used by language learners in their learning process. Some researchers have tried to prove that the concrete language skill could be improved by training in strategies, however, the use of learning strategies were not good for all learners in all language contexts. So only study the strategies used by good language learners can not prove that the strategies must be used by good language learners. Since1990s, there has been an increasing amount of studies on the internal and external factors affecting the use of learning strategy, and motivation was considered as one of the most important factors (Oxford&Shearin,1994; Ellis,1997; Dornyei,2006). However, findings in educational psychology proved that the study of affective factors on language learning strategies was not enough; there were still other factors that can affect the use of learning strategy. Among them, self-efficacy (Bandura,1997) and attributions (Weiner,1979) were considered as two important affective factors which can influence the achievement of learners through cognitive, motivational, affective as well as selection progress. While, most of the previous researches all explored one of the factors, it was difficult to compare and comprehensive the results of the study (Pintrih&DeGroot1990).From the reasons mentioned above, the current study has explored the influence of motivation, self-efficacy and attributions on the use of strategies in order to shed some light on the use and research of learning strategy as well as strategy training and pedagogy. The participants involved were247non-English majors from Henan University of Science and Technology. The instrument adopted in this research was an English Learning Questionnaire which consisted of three parts:Individual Information, Questionnaire of Learning Strategies and Questionnaire of Motivation. Self-efficacy and Attributions. The statistical analyses used were descriptive statistic, T-test, correlation analysis, one-way ANOVA analysis and multiple regression analysis. Some conclusions have been drawn as follows:In terms of frequency of the use of learning strategy, the most frequently used strategy is mother-tongue-dependent strategy, which followed by form-focused strategy, and the functional strategy is the least frequently used one. The four most frequently used individual strategies are "watching English TV&movies after class","remember the words and phrases in the context","write Chinese at first in writing’", and "to consult a dictionary" As for the correlation between strategy use and language proficiency, the results show that the choice and use of learning strategy is the important factors influencing the learning achievements. Positive correlations are found between CET-4score and form-focused strategies as well as functional strategies, while no significant relationship is found in mother-tongue-depended strategies.In terms of the general tendencies of the use of motivation, self-efficacy and attributions, findings indicated that the level of intrinsic motivation is higher than extrinsic motivation; course-competence is used mostly in self-efficacy and as for attributions, the level of internal attribution is higher than external attribution. The level of intrinsic motivation, self-efficacy as well as external attribution is closely correlated with language learning proficiency. The motivation and self-efficacy level of successful learners is higher than average learners and the unsuccessful learners are in the least level. On the contrary, the level of external attribution of successful learners is lower than average learners while the unsuccessful learners are in the highest level. No correlation is found between the learning achievement and extrinsic motivation as well as internal attribution.With regard to the correlation between the use of strategy and motivation, self-efficacy, and attributions, the findings show that motivation, self-efficacy as well the categories of the two factors positively and significantly correlated with learning strategies. External attribution is low negatively correlated with strategies while no correlation is found in internal attribution.Self-efficacy beliefs, motivation, and attributions all entered the regression model, which show that they all can predict learning strategies. Among them self-efficacy is the best predictor of learning strategies. As to the categories of motivation, self-efficacy and attributions, intrinsic motivation, course-competence and external attribution entered the regression model, at the same time, the parameter coefficient show that intrinsic motivation is the most important factors which can influence learning strategies.All in all. the current research is just a tentative study on learning strategies, motivation, self-efficacy, and attributions. It describes and analyzes the use of learning strategies, motivation, self-efficacy and attributions as well as the relationships between the different variables. In addition, it is hoped that the findings in this research will be of significance in English teaching and leaning. |
