从社会建构主义视角探究大学英语学习观念

论文摘要

二十世纪七十年代以来,外语教学的重点逐渐由对教师的关注转向了对学习者的关注。研究发现,学习者的语言学习观念直接影响学习者的学习行为,进而影响学习的最终结果。因此,有必要帮助学习者反思自己的语言学习观念。从社会建构主义视角出发,本研究对华北电力大学的205名非英语专业二年级学生的大学英语学习观念进行了深入调查,比较了高分组学生与低分组学生在大学英语学习观念上的差异,并且对学习观念与英语成绩之间的关系进行了探讨。希望此项研究便于大学英语教师了解学生的学习观念现状,及时纠正他们的错误观念,改进学习策略,提高学习效率,从而帮助他们实现真正意义上的自主学习。

论文目录

• 摘要
• ABSTRACT
• Chapter One Introduction
• 1.1 Present Situation of College English Teaching and Learning
• 1.2 Importance of Research on Language Learning Beliefs
• 1.3 Purpose and Significance of the Study
• Chapter Two Literature Review
• 2.1 Definitions and Characteristics of Language Learning Beliefs
• 2.2 Classifications of Language Learning Beliefs
• 2.3 Previous Studies on Language Learning Beliefs
• 2.3.1 Researches on Students’Beliefs about Language Learning with High and Low Proficiencies
• 2.3.2 Researches on Relation Between Learner’Beliefs about Language Learning and Language Achievement
• 2.3.3 Researches on Relation Between Learner’Beliefs about Language Learning and Gender
• 2.4 Comments on Previous Studies
• 2.5 Social Constructivist Perspective of the Thesis
• 2.6 Summary
• Chapter Three Design of the Research on College English Learning Beliefs
• 3.1 Objective of the Study
• 3.2 Quantitative Design
• 3.2.1 Survey Subjects
• 3.2.2 Research Instruments
• 3.2.2.1 College English Learning Belief Questionnaire
• 3.2.2.1.1 Structure of the Questionnaire
• 3.2.2.1.2 Content of the Questionnaire
• 3.2.2.1.3 Sources and Development of the Questionnaire Items
• 3.2.2.1.4 Reliability Analysis of the Questionnaire
• 3.2.2.2 English Achievement Test
• 3.2.3 Data Collection and Analysis Procedure
• 3.3 Qualitative Design
• 3.3.1 Interview Subjects
• 3.3.2 Instruments: Semi-structured Interview
• 3.3.3 Data Collection and Analysis Procedure
• Chapter Four Results and Discussions
• 4.1 An Overview of Learners’Responses to College English Learning Belief Questionnaire
• 4.1.1 Self-efficacy Beliefs
• 4.1.2 Self-management Beliefs
• 4.1.3 Motivational Beliefs
• 4.1.4 Beliefs about Learning and Communication Strategies
• 4.1.5 Beliefs about the Role of the Teacher
• 4.1.6 Beliefs about the Nature and Difficulty of Foreign Language Learning
• 4.1.7 Beliefs about Learning Contexts
• 4.2 Differences in College English Learning Beliefs Between High-achievers and Low-achievers
• 4.3 Results of Interviews
• 4.4 Correlations Between College English Learning Beliefs and CET-4 Scores
• 4.5 Comparison of College English Learning Beliefs Between Male and Female
• 4.6 Summary
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.2 Pedagogical Implications
• 5.2.1 On Learner: Being an Autonomous Learner
• 5.2.2 On Teacher: Being a Mediator
• 5.2.3 On Task
• 5.2.4 On Learning Contexts
• 5.3 Limitations of the Study
• 5.4 Recommendations for Further Study
• Bibliography
• Acknowledgments
• Appendix A
• Appendix B
• 在学期间发表的学术论文和参加科研情况
• 大学英语学习观念问卷