摘要
"以学生为中心的"高等教育把学生视为教育改革的主要参与者,学生在学习过程中要成为主动实践者,因此,自主学习能力尤为重要。本文以非英语专业学生英语自主学习能力为主要切入点,以自我决定理论为视角,重点研究英语自主学习动机与元认知策略的关系。通过调查显示,非英语专业学生英语学习动机的自主性较高,总体对元认知策略的认识不足,尤其是过程监控策略和结果评估策略,在动机连续体上动机的自主性越高,英语学习动机与元认知策略的相关性越强。
Higher education with students as the center regards students as major participants of educational reform. Under this belief,students need to become the active practitioners in learning process,hence,autonomous learning capacity becomes especially significant. With non-English majors＇ autonomous learning motivation as the chief point of penetration and self-determination theory as the study angle of parallax,this paper focuses on the correlation between autonomous learning motivation and metacognitive strategy. The findings show that the English autonomous learning motivation of non-English majors are relatively high. And their whole cognition to metacognitive strategy,in particular,to process monitoring strategy and results monitoring strategy,is inadequate. Besides,in continuum of motivation,the higher the autonomy of motivation is,the stronger the correlation is between English learning motivation and metacognitive strategy.
出处
《外语教学》
CSSCI
北大核心
2014年第5期72-75,共4页
Foreign Language Education
基金
陕西省教育厅专项科研计划项目"构建培养服务于外向型经济需求的国际型人才的大学英语课程体系"(项目编号:12JK0287)的阶段性成果
关键词
非英语专业学生
英语自主学习动机
元认知策略
自我决定理论
non-English majors
English autonomous learning motivation
metacognitive strategy
self-determination theory
