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本研究在回顾了以往国内外有关性格、动机与语言学习的相关研究基础上,针对以往研究中存在的不足,对内蒙古师范大学蒙语授课二年级学生性格、动机与其语言学习策略的使用进行了相关研究,结果表明:动机是影响语言学习策略的关键因素,性格对语言学习策略的影响是通过动机发挥作用的。动机水平低的学习者,性格内、外向在语言学习策略的选择与使用频率上不存在差异性,而动机水平高的学习者,性格越外向,其功能操练策略的使用频率越高,口语交际能力越强。最后,论文依据研究结果对高校蒙授大学英语教学提出了一些建议。
Based on the previous researches on personality, motivation and language learning both at home and abroad, aiming at the shortcomings in previous researches, this study conducted a survey on the use of Mongolian students’ personality, motivation and their language learning strategies The results show that motivation is the key factor affecting language learning strategies, and the influence of personality on language learning strategies is motivated by the motivation. Learners with low level of motivation have no difference in the choice and frequency of their language learning strategies, whereas those with higher level of motivation have the more outgoing personality. The higher their frequency of using functional coaching strategies, The stronger the ability. Finally, based on the research results, the dissertation puts forward some suggestions to university college English teaching.