项目学习对非英语专业学生口语自我效能感的影响研究

论文摘要

如今,世界经济全球化对中国英语学习者的英语口语能力提出了比以往更高的要求。然而,中国英语学习者的口语能力的提高却明显滞后于其他英语语言能力的发展。有研究发现,学习者的口语能力与他们的口语自我效能感水平之间存在显著的相关性。自我效能感是指人们对自己是否有能力成功完成某种任务或行为的信念。项目学习是一种以学生为中心的教学模式。通过教师向学生呈现真实的问题,开展真实的实践活动,项目学习模式把语言学习融入到了真实的情景中,帮助学生达到了持续性学习的效果。项目学习为学习者提供了获得掌握经验,替代经验,言语劝说,以及形成积极情感的机会,这些便是班杜拉提出的自我效能感的四种来源。尽管许多文献都显示项目学习具有很多的优点,但是,国内外测量项目学习对外语学习自我效能感影响的实证研究却很少。本研究的目的是考证能否可以通过项目学习提高非英语专业英语学习者的口语自我效能水平。为了找到研究问题的答案,本文作者在苏州经贸学院进行了三个半月的教学研究。本研究的对象是国际贸易专业大学一年级的一个自然班,共41名学生。本研究者以项目学习作为主要教学法,对该班级学生进行了一个学期的口语教学。作者设计了两份调查问卷,一份用来测量学生的英语口语自我效能感水平,另一份用来鉴别影响学生英语口语自我效能水平的各种因素。此外,为了全面了解项目学习对英语口语自我效能感的影响,作者从访谈、学生的项目日记和课程反思中收集到了大量的定性数据。通过对数据的定量和定性分析,作者发现,经过一个学期的项目学习,学生获得了大量的成功体验和替代经验,得到了教师和同学的大量的支持与鼓励,同时也形成了对英语口语学习的积极情感,学生的英语口语自我效能水平因此得到了显著的提高。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• Chapter One INTRODUCTION
• 1.1 Background of the Study
• 1.2 Purpose and Significance of the Study
• 1.3 Layout of the Thesis
• Chapter Two LITERATURE REVIEW
• 2.1 The Studies of Self-efficacy
• 2.1.1 Definition and general introduction to self-efficacy
• 2.1.2 The sources of self-efficacy
• 2.1.3 Functions of self-efficacy
• 2.1.4 Measurement of self-efficacy
• 2.1.4.1 Two orientations of self-efficacy measurement
• 2.1.4.2 Three dimensions of self-efficacy measurement
• 2.1.5 Research on self-efficacy in academic settings
• 2.2 Researches on Project-based Learning
• 2.2.1 Origin and developmental actuality of research on project-based learning
• 2.2.2 Features of project-based learning
• 2.2.3 Advantages of project-based learning in language education
• 2.3 Relationship Between Project-based Learning and Self-efficacy in Learning Foreign Language
• Chapter Three METHODOLOGY
• 3.1 Research Questions
• 3.2 Participants and Setting
• 3.3 Instruments
• 3.3.1 Survey
• 3.3.2 Interview
• 3.3.3 Learner Profile
• 3.4 Operating Procedure of Project-based Learning
• 3.4.1 Project startup （one week）
• 3.4.2 Project team’s work （ten weeks）
• 3.4.3 Presentation and evaluation of the final product （one week）
• 3.5 Data Collection
• 3.5.1 Surveys
• 3.5.2 Interview
• 3.5.3 Learner profile
• 3.6 Data Analysis
• Chapter Four RESULTS AND DISCUSSION
• 4.1 Current Status of the Non-English Majors’Self-efficacy in Speaking English before Project-based Learning
• 4.1.1 Overall tendency of self-efficacy in speaking English
• 4.1.2 Comparison between rural and urban Students
• 4.1.3 Comparison between female and male Students
• 4.1.4 Comparison among students of different English achievement levels
• 4.2 Development of Learners’Self-efficacy in Speaking English through Project-based Learning
• 4.3 Ways Through Which Project-based Learning Affects the Development of Learners’Self-efficacy in Speaking English
• 4.4 Summary
• Chapter Five CONCLUSION
• 5.1 Major Findings of the Present Study
• 5.1.1 Current status of non-English majors’self-efficacy in speaking English
• 5.1.2 Significant development of learners’self-efficacy in speaking English through project-based learning
• 5.1.3 Various ways to increase self-efficacy through project-based learning
• 5.1.3.1 Acquisition of successful experiences
• 5.1.3.2 Acquisition of vicarious experience
• 5.1.3.3 Acquisition of positive social persuasion
• 5.1.3.4 Cultivation of positive emotions in project-based learning
• 5.2 Implications for Language Teaching and Learning
• 5.2.1 Providing learners with opportunities to obtain successful experience
• 5.2.2 Carrying out cooperative language learning
• 5.2.3 Conducting formative assessments in language education
• 5.2.4 Creating positive learning environment
• 5.3 Limitations and Suggestions for Future Research
• 5.4 Conclusion
• REFERENCES
• Appendix Ⅰ Questionnaire A
• APPENDIX Ⅱ Questionnaire B
• Appendix Ⅲ Interview questions