A Correlation Study On Self-determined Motivation And The Application Of English Autonomous Learning Strategies In Senior High School Students

As one of the important affective factors,motivation plays an important role in English learning in senior high school.However,motivation is not static and constant,but dynamic and changing.As a new motivation theory,self-determinism emphasizes the degree of self-determination of human behavior,which can provide a new direction for the study of learners’ learning process.Only by studying the relationship between motivation and the application of specific strategies can we understand in more detail how motivation affects the process of foreign language learning.On this basis,this study adopts a questionnaire survey to explore the current situation of high school students’ self-determined motivation and the application of autonomous learning strategies in English,hoping to provide assistance for the development of high school English teaching.The main issues of this study are as follows:1.What is the current situation of senior high school students’ self-determined motivation?2.What is the current situation of the application of students’ English autonomous learning strategies in senior high school?3.Is there a correlation between senior high school students’ self-determined motivation and English autonomous learning strategies? If any,what is it?There are two questionnaires in this research,one is the Self-Determined Motivation Questionnaire,which refers to the language motivation scale of Noels(2000)and adopts the intrinsic motivation dimension of Vallerand and the extrinsic motivation dimension of Ryan&Deci.The other is the English Autonomous Learning Strategies Questionnaire,which is a self-made questionnaire.It uses the classification of English autonomous learning strategies of Zheng Honglian,Wan Linlin and Chen Jiarui(2011),and combines Pang Weiguo(2001)’s autonomous learning strategy theory and Wen Qiufang(2004)’s language learning strategy theory.This study takes 152 senior high school students from a senior high school as the research object,conducts a questionnaire survey and collects questionnaires to explore the current situation of the application of self-determined motivation and autonomous English learning strategies among senior high school students.SPSS software is used to conduct descriptive analysis of the data,and Pearson correlation analysis is conducted to explore the correlation between the two.The main findings of this study are as follows:1.The self-determined motivation of senior high school students is relatively strong on the whole.Students’ self-determined motivation mainly concentrate in the advanced level,with fewer students at the intermediate level and the low level.In the dimension of self-determined motivation,most students have strong self-determined motivation in both the extrinsic and intrinsic dimensions.Among them,the external regulation motivation in the extrinsic motivation and the achievement motivation in the intrinsic motivation are more obvious,and the students are more consistent in these two aspects than in other aspects.2.The application of English autonomous learning strategies of senior high school students is also relatively frequent on the whole.The current situation of students’ application of English autonomous learning strategies is concentrate in the advanced level,with fewer students at the intermediate level and the low level.Among them,the proportion of students using self-monitoring strategies is the largest,and the proportion of students using resource utilization strategies is the smallest.3.There is a significant positive correlation between high school students’ self-determined motivation and the application of English autonomous learning strategies.The stronger the students’ self-determined motivation,the more English autonomous learning strategies they use.Based on the above findings,this study provides some suggestions for school education and high school English teaching from the perspectives of self-determined motivation and English autonomous learning strategies,with a view to enabling high school students to form more positive self-determined motivation and master more efficient autonomous learning strategies for English.