初中英语学习者可控因素的调查的研究.doc

 A Study of Modifiable Learner Variables in Junior School Students’ English Learning By Hu Yanghua Under Supervision of Professor Jiang Jin Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Education School of Foreign Studies Soochow University September 2012 Acknowledgements Many people contributed to the completion of my study and I offer my gratitude and sincerest thanks to them for their valuable assistance and support. First and foremost, I am deeply grateful to my supervisor Professor Jiang Jin for her kindness and generosity for lending me lots of reference books. Her valuable help, suggestions, and support are the important stimulation and encouragement, which accompanied me throughout my work. I am truly appreciative of the support and help of my colleagues, Lu Xiaoyan and Lv Xiaohua, who helped me conduct the questionnaire distribution and interviews. I am also grateful to the students who participated in my research with enthusiasm. I am obliged to my friend Jiang Lili who shared the experience of writing the thesis with me and her encouragement made me hold on every time I met difficulties. All of these people‘s help make this thesis a reality. Last but not least, my thanks also go to my parents and my husband. I could not have accomplished the research without their great care and support. Hu Yanghua i Abstract A Study of Modifiable Learner Variables in Junior School Students‘ English Learning Hu Yanghua The present research focuses on the modifiable learner variables, including motivation, beliefs and strategies in junior school students‘ English learning. These three categories of variables have long been research interests in EFL learning. However, the research findings on isolate variable fail to reveal the nature of the systemic interrelationships of variables in language learning. This research aims to explore the interrelationships of the three categories of variables in junior school English learners, including