对电大英语专业学生英语学习策略和英语自我效能感的调查研究

论文摘要

Oxford (1993)认为学习策略是学生为了提高二语技能而采取的行动、行为、步骤和方法。根据班杜拉(1986, 1994)的定义,自我效能感指的是人对自己能达到任务成就的既定水平的能力判断,而这些任务成就对生活实施影响。它对语言发展有调节作用。学习策略和自我效能感都是影响学习进程的两大重要变量。本文运用定量分析的方法,采用问卷形式以及借助SPSS10.0统计软件,对96名电大英语专业学生的英语学习策略和英语自我效能感的状况进行了调查研究并探讨了两者之间的关系。研究结果表明电大英语专业学生学习策略的使用状况及英语自我效能感水平均处于一般水平;在所有策略类别中,学生使用频率最高的是社会策略,而在英语自我效能感三维度中,学生拥有效能感最高的是课程应对感。本研究发现不同家庭背景出身(来自农村还是城市)及不同学习成绩水平的学生在英语学习策略使用和英语自我效能感水平上存在着差异而来自不同类型学校(高中或中专)的学生在上述两方面没有显著差异。统计分析也确认了英语学习策略与学习成绩,英语自我效能感与学习成绩以及英语学习策略和英语自我效能感的正相关关系。本研究的结果进一步支持了英语学习策略和英语自我效能感对英语学习起着重要的作用这一观点,并为英语学习策略和自我效能感正相关的关系提供了依据。作者基于研究发现和分析,就如何提高电大英语专业学生的策略使用和自我效能感提出了一些建议,以期促进英语教学和学习的实践。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 The Background of the Research
• 1.2 The Purpose and Significance of the Research
• 1.3 Layout of the Thesis
• Chapter Two Literature Review
• 2.1 The Studies of Learning Strategies
• 2.1.1 Definitions of Language Learning Strategies
• 2.1.2 Classifications of Language Learning Strategies
• 2.1.3 The Development of Language Learning Strategy Research Abroad
• 2.1.4 The Research of Language Learning Strategies in China
• 2.2 The Studies of Self-efficacy
• 2.2.1 The Definition and General Introduction of Self-efficacy
• 2.2.2 The Roles of Self-efficacy
• 2.2.3 The Sources of Self-efficacy
• 2.2.4 Research on Self-efficacy Application in Academic Settings
• 2.3 The Studies of the Relationship of Language Learning Strategies and Self-efficacy
• Chapter Three Research Methodology
• 3.1 Subjects
• 3.2 Instruments
• 3.3 Data Collection and Analysis
• Chapter Four Research Results
• 4.1 Results of English Learning Strategies of TV University English Majors
• 4.1.1 Overall Tendency in English Learning Strategy Use
• 4.1.2 Comparisons of Different Groups of Students
• 4.1.3 The Correlation between English Learning Strategies and Achievement
• 4.2 Results of English Self-efficacy of TV University English Majors
• 4.2.1 Overall Tendency of English Self-efficacy
• 4.2.2 Comparisons of Different Groups of Students
• 4.2.3 The Correlation between English Self-efficacy and Achievement
• 4.3 The Correlation between English Learning Strategies and English Self-efficacy
• Chapter Five Findings and Analyses
• 5.1 Overall Tendency and Comparisons of Groups in English Leaning Strategy Use
• 5.2 Overall Tendency and Comparisons of Groups in English Self-efficacy
• 5.3 The Relationship between English Learning Strategies and Achievement
• 5.4 The Relationship between English Self-efficacy and Achievement
• 5.5 The Relationship between English Learning Strategies and Self-efficacy
• Chapter Six Implications and Suggestions
• 6.1 Implications and Suggestions for Developing English Learning Strategies
• 6.1.1 Raising Strategy-awareness
• 6.1.2 Enhancing Cognitive Strategy Use
• 6.1.3 Improving Affective Strategy Use
• 6.1.4 Strengthening Metacognitive Strategy Use
• 6.1.5 Treating Mother-tongue Strategies Correctly
• 6.2 Implications and Suggestions for Enhancing English Self-efficacy
• 6.2.1 Experiencing More Success and Attributing Success Correctly
• 6.2.2 Setting Successful Models
• 6.2.3 Providing Appropriate and Positive Feedback, Evaluation and Encouragement
• 6.2.4 Helping to Minimize the Negative Physiological and Emotional States
• 6.2.5 Raising English Learning Strategy Use
• Chapter Seven Conclusion
• 7.1 Conclusion
• 7.2 Proposals for Further Research
• References
• Appendix