3。5 Interview 32

4。 Discussions and Findings 33

4。1 Descriptive Statistics about Learning Strategies 33

4。1。1 General Use of Learning Strategies 33

4。1。2 Correlation between Learning Strategies and Language Proficiency Levels 35

4。2 Descriptive Statistics about Motivation 36

4。2。1 General Use of Learning Strategies 36

4。2。2 Correlation between Motivation and Language Proficiency Levels 38

4。3 4。3 Interview Analysis 39

4。3。1 Interview about English Learning Strategies 40

4。3。2 Interview about Motivation 41

5。 Conclusion and Recommendations 43

5。1 Conclusions 43

5。2 Recommendations 46

5。3 Limitations 48

Bibliography 49

Appendix 1 54

Appendix 2 74

1。 Introduction

1。1 1。1 Statement of the Background

It is obvious that English has become one of the most widely used languages in the world, so that triggers considerable importance of learning English for students, especially for the English-major students。 This case study aims at focusing on the impact of learner motivation and language learning strategies on their English proficiency。

In terms of the studies about language learning strategies, which were described by Oxford (1990) as specific actions of leaners for learning more easily, happily, autonomously, effectively and deftly, scholars have pided these into various classifications including four models by Bialystok(1978), six types classified by Rubin(1981), seven categories by Oxford (1990), etc。 Through these perse classifications, the vast majority of studies have found the profound effects of language learning strategies on English proficiency levels of learners, e。g。 Bialystok (1981), Green & Oxford (1995), Lawrence Zhang (2014) and Farzad Salahshour(2012)。

As for the researches of motivation, it started by the study of Gardner and Lambert (1959) followed by multiple definitions such as behavioral way, cognitive way and constructive way, which also contributed to perse classifications。 Among them, were two major classifications: one was intrinsic and extrinsic motivation put forward by Maslow (1970) first and supported by Vallerand et al (1992) and another was integrative and instrumental motivation constructed by Gardner & Lambert (1972)。 Also, there are many studies indicating the effects brought by motivation like the researches of Gardener (1985), Svanes (1987), Ma Guanghui (2005) and Guo Jidong (2009)。 

Admittedly, these relevant studies have been conducted by different scholars for so many times, but the present study will narrow to focus on English-major students and combine motivation and language learning strategies together to find out how they jointly would influence the learning outcomes, i。e。 proficiency levels。。