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高职非英语专业学生的英语学习观念在动机、自我效能、归因、风格、语言学习性质方面各有不同,定量的研究表明:高分组与低分组的学生在上述各方面有显著不同;学习者的主观愿望和自我效能对英语学习影响最大,其中教师反馈和学习者的语言学习性质占主要地位。
There are differences in the motivation, self-efficacy, attribution, style and language learning of non-English majors in higher vocational education. Quantitative research shows that there are significant differences in the above aspects between high-grade and low-grade students; The subjective desires and self-efficacy of those who have the greatest influence on English learning, of which teacher feedback and learners’ language learning predominate.