学习动机、学习策略与二语学习：一项个案研究
Investigating Learners’ Motivation and Strategy Use: A Case Study
摘要: 学习策略和学习动机是二语习得研究中两个非常重要的研究课题。本个案研究以标准化问卷(The Strategy Inventory for Language Learning)及访谈的方式，分析了该参与者学习动机、学习策略使用情况以及二者与参与者语言学习的关系。基于研究中发现的策略和动机与参与者二语学习的密切关系，教师应在教学活动中多给予正面反馈，多关注学生差异化的学习策略使用情况来促进其二语学习。
Abstract: L2 learning strategies and motivation, as crucial components of individual learner differences, have attracted huge attention from L2 researchers in the last two decades. This study tackles motivation and learning strategies based on the learning experience of a Turkish student at International House London. This study uses the Strategy Inventory for Language Learning to investigate the participant’s strategy use and explores the participant’s motivation with the help of interview. The findings of the study suggest that while less controlling teachers and positive feedback tend to motivate the students, more attention should be paid to strategy training for the students in order to help students learn more effectively.
文章引用：李靓涵. 学习动机、学习策略与二语学习：一项个案研究[J]. 国外英语考试教学与研究, 2020, 2(2): 80-98. https://doi.org/10.12677/OETPR.2020.22008

参考文献

[1] Gardner, R.C. and Lambert, W.E. (1972) Attitudes and Motivation in Second Language Learning. Newbury House, Rowley.
[2] Gardner, R.C. and MacIntyre, P.D. (1993) A Student’s Contributions to Second-Language Learning. Part II: Affective Variables. Language Teaching, 26, 1-11. [Google Scholar] [CrossRef] 
[3] Dörnyei, Z. and Ryan, S. (2015) The Psychology of the Language Learner Revisited. Routledge, New York. [Google Scholar] [CrossRef] 
[4] Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates, Hillsdale.
[5] Dörnyei, Z. and Otto, I. (1998) Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69. https://nottingham-repository.worktribe.com/output/1024190
[6] Rubin, J. (1975) What the “Good Language Learner” Can Teach Us. TESOL Quarterly, 9, 41-51. [Google Scholar] [CrossRef] 
[7] O’malley, J.M. and Chamot, A.U. (1990) Learning Strategies in Second Language Ac-quisition. Cambridge University Press, Cambridge. [Google Scholar] [CrossRef] 
[8] Oxford, R.L. (1990) Language Learning Strategies: What Every Teacher Should Know. Newbury House, New York.
[9] Ehrman, M.E., Leaver, B.L. and Oxford, R.L. (2003) A Brief Overview of Individual Differences in Second Language Learning. System, 31, 313-330. [Google Scholar] [CrossRef] 
[10] Yamamori, K., Isoda, T., Hiromori, T. and Oxford, R.L. (2003) Using Cluster Analysis to Uncover L2 Learner Differences in Strategy Use, Will to Learn, and Achievement over Time. IRAL, 41, 381-410. [Google Scholar] [CrossRef] 
[11] Kazamia, V. (2010) Using the SILL to Record the Language Learning Strategy Use: Suggestions for the Greek EFL Population. The 14th International Conference of Applied Linguistics, Thessaloniki, 14-16 December 2010, 277-293.
[12] Green, J.M. and Oxford, R. (1995) A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29, 261-297. [Google Scholar] [CrossRef] 
[13] Ushioda, E. (2001) Language Learning at University: Exploring the Role of Motivational Thinking. In: Dörnyei, Z. and Schmidt, R., Eds., Motivation and Second Language Acquisition, University of Hawaii Press, Honolulu, 91-124.
[14] Noels, K.A. (2001) Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style. Language Learning, 51, 107-144. [Google Scholar] [CrossRef]