µÚ¶þÓïÑÔÏ°µÃ:ÈÏÖªºÍ¶¯»úÒòËØÑо¿:cognitive and motivational determinants

µÚ¶þÓïÑÔÏ°µÃ:ÈÏÖªºÍ¶¯»úÒòËØÑо¿:cognitive and motivational determinants ÄÚÈݼò½é

The purpose of this publication was to discuss cognitive and motivational influencing factors in second language acquisition from language learners'perspective. A quantitative research design was used to investigate self-efficacy£¬learning strategy£¬and goal orientation of college-level English Language Learners £¨ELLs£© enrolled in English as a Second Language (ESL£© program.It further analyzed the relationships among self-efficacy£¬learning strategy£¬and goal orientation of college-level ELLs. Bandura's social cognitive theory (1977£¬1986£¬1989£¬1997£©£¬Oxford's learning strategy theory (1986£¬1989£¬1990£¬1992£¬1994£¬1996£¬2003£© and Midgley's goal orientation theory (1996£¬2000£© provided the theoretical framework. Students who were enrolled in the ESL program at a southeastern public university participated in this study.An English language learning survey adapted from the Motivated Strategies for Learning Questionnaire (MSLQ£© (Pintrich et al.£¬1991£©£¬version 7.0 of the Strategy Inventory for Language Learning (SILL£© (Oxford£¬1990£©£¬and Pattems ofAdaptive Learning Survey (PALS£© (Midgley et al.£¬1996£¬2000£© was used in this study. Analysis of survey data was conducted with the independent sample t-test and Pearson product-moment correlation coefficients.