A Study On Correlations Among Reading Motivation,Reading Strategies And Reading Achievement Of Non-english Major Postgraduates In Xinjiang University

Reading,an important way of language learning,is crucial in English learning.Previous studies show that learner’s reading motivation and reading strategy have influences on his/her reading achievement.However,compared with most studies targeting college students,fewer studies focus on postgraduates.In attempt to help postgraduates improve reading achievement in English,the current study explored the relationships among reading motivation,reading strategy and reading achievement,along with differences between high-score group and low-score group in reading motivation and choices of reading strategy.Three hypotheses were proposed on the basis of three research questions.136 non-English major postgraduates were investigated by use of two questionnaires,an interview and an English reading comprehension test.Descriptive analysis,correlation analysis and independent sample t-test of the data collected were operated with the use of SPSS19.0(Statistical Package for Social Sciences).The results were:(1)There was a significantly positive correlation between reading motivation and reading strategy.Intrinsic value for reading most correlated with compensation reading strategy and their correlation was stronger than that of extrinsic value for reading.(2)Reading achievement and reading motivation significantly and positively correlated.Of the six sub-reading motivations,reading self-efficacy and intrinsic value for reading reached the first and the second strongest correlations with reading achievement respectively.There were significant differences between high-score group and low-score group in reading motivation and the biggest difference lied in the intrinsic value for reading.(3)Reading achievement was positively connected to reading strategy.Reading achievement had a strongest correlation with cognitive reading strategy and a weakest correlation with affective reading strategy.There were significant differences between high-score group and low-score group in the choice of reading strategy,among which the two biggest differences reached in cognitive reading strategy and compensation reading strategy.Based on the results,it is suggested that English teachers facilitate learners’ learning by helping them setting appropriate reading goals,enhancing their intrinsic motivation and sense of self efficacy,and training learners in reading strategy use in accordance with their needs.