A Study On The Correlation Among English Learning Motivation And English Learning Strategies And Senior High School Students’ Achievement

The National English Curriculum Standard(2017)explicitly proposes that teachers should develop students’ English disciplinary-based core qualities,which include language ability,cultural awareness,moral quality and learning ability.Learning ability refers to the ability to actively use English learning strategies,broaden ways of English learning and improve English learning efficiency.The development of English ability could help students foster good learning habits,acquire appropriate learning strategies,stimulate their learning interests and turn interests into stable learning motivation.Therefore,English learning motivation and learning strategies are key factors influencing learners’ efficiency.However,the present domestic study on correlation among senior high school students’ learning motivation,learning strategies and their learning proficiency is insufficient.To stimulate students’ learning motivation and acquire effective learning strategies,the author carries out the empirical study on correlation among senior high school students’ learning motivation,learning strategies and their learning proficiency.With the methods of literature,questionnaire and statistical analysis survey,choosing 332 senior high school students from a school in Zhangzhou as research subjects,the study aims to investigate the following questions:1.What is the level of high school students’ English learning motivation?2.What is the frequency of high school students’ English learning strategies?3.Is there a correlation among English learning motivation,English learning strategies and their learning proficiency? If there is,what is the correlation among them?Through the data analysis,the results indicate that:1.The overall English learning motivation of senior high school students is at a moderate level(m=3.1813),of which the learning value dimension is strongest(m=3.6576)and the external requirement dimension is weakest(m=2.8235).2.The overall frequency of high school students’ using English learning strategies is at medium level(m=2.8642),of which the compensation strategy is used most frequently(m=3.0356),and the emotional strategy is used least frequently(m=2.5673).3.There is significant positive correlation among English learning motivation,English learning strategies and learning proficiency.And there is significant positive correlation between English learning motivation and learning proficiency(r=0.365**).There is also significant positive correlation between English learning strategies and learning proficiency(r=0.447**).In addition,there is also significant positive correlation between English learning motivation and learning strategies(r=0.493**).Furthermore,English learning motivation and learning strategies,which can predict English learning proficiency,have a direct impact on it.Thus,the relevant suggestions are put forward from the perspective of teachers and students in order to arouse teachers and students’ attention to English learning motivation and English learning strategies,help students use appropriate learning strategies in accordance with their learning motivation and finally improve their English learning proficiency.