This paper explores the status and relationship between English Majors' professional learning motivation and self-identity， hoping to provide a new perspective for researchers in the field of self -identification. The research method is to investigate 151 graduate students of the English major by questionnaires， and use SPSS16.0 to do analysis. The research tools include learning status questionnaire and OchsePlug （1986） self-identity scale. Questions include： what are the types of professional learning motivation of Postgraduates of English majors？ Is there any correlation between their professional learning motivation and self-identification？ How are they related？

The validity of the learning status questionnaire is analyzed first. The results show that KMO=0.806， p=.000. KMO among 0.8～0.9 are better， indicating that the data are suitable for factor analysis. Characteristics of each factor value between 1.251 to 4.594 that were higher than the acceptable values（1）； each factor contains items load value between 0.424 and 0.807 that were higher than the acceptable values （0.3）， It indicates that the 3 factors of professional learning motivation has a good structure validity. Meanwhile， the number of samples is good， because the number of participants is 5 times the number of items. But the serious imbalance between men and women is close to 1：9， which doesnt consider gender factors. If the conditions are allowed， it is best to control the gender variables and maximize the exclusion of gender.

The overall internal consistency coefficient was 0.829. The three factors are 0.787， 0.752 and 0.614 respectively. It shows that the questionnaire has a high reliability.

Then， the statistical results show （Table 2）： three types of motivation are significantly positively correlated with self-identity in the 0.01 level. Besides， the author also uses One-way ANOVA to show that individual factors have little influence on learning motivation， type of motivation and self-identity. This conclusion answers the second research questions. The motivation of professional learning is mainly related to self-identity and has little correlation with individual background.

In order to answer the third research question， the author divides the total score into three groups according to the conventional grouping mode： high， middle and low motivation level. After that， the author takes the professional learning motivation group as the independent variable and the self-identity as the dependent variable and uses the GLM-Univariate to analyze the variance. Data （Table 3） show a positive proportional relationship. That test variance analysis results between the two groups： the effect of different levels of motivation in self-identity change significant difference （F =10.194， SIG =0.000， R =0.110）. After Post Hoc test， the multiple level comparison of motivation levels showed that there were significant differences between professional learning motivation group：

There is only one independent variable in the study， and the variable has three levels， so that it requires repeated measurements to form several independent variables. Therefore， the author uses GLM-Univariate to repeat the variance of the dependent variable. In the basis of positive proportional relationship， the difference variance between groups was measured by ANOVA. Sig=0.000 was used to reject the H0 hypothesis. In order to find out the specific differences between specific groups， the author uses post hoc test to compare the mean in pairs， and there are significant differences between the three levels.

In this paper， a series of data analysis is carried out for three research problems. The paper is clear and advanced step by step. Finally， the experimental results are obtained. As a whole， the quantitative data analysis of the paper is successful.

參考文獻：

[1]吳紅云，包桂英.英語專業(yè)碩士研究生專業(yè)學(xué)習(xí)動機與自我認(rèn)同關(guān)系的實證研究[J].外語教學(xué)，2013（3）.

【作者簡介】張瓊（1994-），女，瑤族，湖南衡陽人，廣西大學(xué)外國語學(xué)院，碩士研究生在讀，研究方向：外語教學(xué)。