Abstract

Individuality plays a vital role in today’s student-centered classroom. As learning strategies and motivations of students are of great influence in learning process, they attain to a significant position in studies on second language acquisition and attract lots of attention from researchers and provide valuable reference for the adjustment of teachers’ teaching strategies.
This research attempts to investigate the use of learning strategies and types of motivations, and discusses the inner link between these two, so as to make out various teaching strategies, especially the motivating strategies, to help teachers create a more favorable classroom atmosphere and learning environment, which are necessary to improve the efficiency of learning and teaching. 
This paper is based on previous researches on learning strategies and motivating strategies, explores how to integrate them in a dynamic way, proposes applicable modes for the integration, and investigates their effectiveness through empirical studies, which take first-year students as the research subject and divide them into two comparison classes, test on them with varied modes, and make statistical analyses based on their feedback.
The results show that 1) Chinese students are not good at using social and affective learning strategies, and are not willing to communicate with others.
2) Current motivating strategies are not practical enough to enhance the competence and willingness among students to communicate in the target language.
3) By adjusting motivating strategies to the use of social and affective learning strategies by students, language teachers can bring them stronger confidence, learning interests, sense of accomplishment, and initiatives for communication.

Keywords：Learning Strategies; Motivating Strategies; Social and Affective Elements; Integration Models
 
摘要

二十一世纪个性已得到广泛的重视，这种理念在课堂教学中同样得到了体现。而学习过程中学生的学习策略和学习动机又以其显著的影响力和关联性处于显著地位。这为教师重新定位，调整教学策略提供了参考。
本研究试图调查学生学习策略以及动机的使用类型，并且探讨两者间的内在联系，从而给予教师教学策略中的调整，尤其是动机激发策略的调整，从而营造出更适合学生个性化学习要求的课堂氛围和课下学习环境，对学生的情感社交因素进行调整，以激发学生自我效能感为直接目的，进而提高学生的学习效率和教师的教学质量，达到双赢目的。
本文基于前人对学习策略和动机激发策略的研究，基于本人所做学习策略与动机激发策略对接模型假设，基于对这些对接模型的实证检验，以大一两个班学生为研究主体，探讨其策略的有效性。
调查结果显示：1）中国学生确实不擅长于使用社交和情感学习策略，他们不太愿意与其他人交流，也不能有效地消除学习中的顾虑和无奈。2）现有的动机激发策略在增强学生与目标人群的交流意愿，增强学生自我效能感以及提升学生学习兴趣方面并不是十分有效。3）通过在中国学生学习特点基础上调整的动机激发策略在提升学生的自我效能感，与目标人群交往意愿上有显著效果。

关键词：学习策略；动机激发策略；自我效能感；情感社交因素；对接模型