农村乡镇小学生学习英语后自我认同变化的调查

发布时间：2018-07-03 03:44

本文选题：农村小学生 + 自我认同变化　；参考：《江西师范大学》2017年硕士论文

【摘要】：人们在学习一种新的语言之后,对自己个人能力的认识、价值观念等都会相应地发生某种程度的变化,即自我认同的变化。自我认同变化作为一种与学习的“语言结果”平行的“非语言学习结果”,早在20世纪80年代就受到了国外学者的高度关注。在我国,对英语学习与自我认同变化的研究主要集中在最近十几年。但值得注意的是,国内外学者的研究对象大都集中在移民者、高等院校学生、独立院校学生、高职高专学生等,少数关注初、高中生,几乎完全忽视了基础阶段的小学生。本文作者选取湖北农村乡镇地区两所小学的四至六年级小学生进行实证研究,调查其学习英语后自我认同变化情况。主要探讨了以下三个问题:1)学习英语后,小学生自我认同方面是否会产生变化?若有变化,将会产生哪些变化?2)学习英语年限的长短会对他们的自我认同变化产生影响吗?分别学了一年、两年、三年英语的四、五、六年级学生的自我认同有什么区别?3)这些自我认同变化与他们的英语学习成绩相关吗?本文根据高一虹(2011)关于英语学习与自我认同变化的问卷对湖北农村地区两所乡镇小学的四、五、六年级共419名小学生的自我认同变化情况进行了问卷调查。作者修改了高一虹的问卷并将英语学习者的自我认同变化分为七个维度,即正向自信变化、负向自信变化、附加性变化、削减性变化、生产性变化、分裂性变化、零变化。本研究还运用访谈和测试进行了数据收集。借助社会学统计软件SPSS20.0对所收集的数据进行了分析,即用描述性的统计、单因素方差分析和Pearson相关系数分析了乡镇小学生学习英语后自我认同变化的发展情况。得出以下结论:1)农村小学生也会经历自我认同变化。在英语作为外语的语言环境下,负向自信变化是最明显的自我认同变化,正向自信变化并不明显;削减性变化和分裂变化是小学生文化认同中的主要部分,附加变化和生产变化超出了他们的能力范围。2)在所有的自我认同变化中,小学生的自信心没有受到英语学习时间长短的影响,但是他们的文化认同改变了。学习英语时间更长的学生更有可能产生积极的自我认同变化,如附加变化和生产性变化,同时他们也经历了相对更少的文化冲突。3)作为非语言学习结果,农村小学生的自我认同变化并不与他们的英语学习成绩相关,即英语水平高的学生未必一定经历自我认同变化,成绩槽糕的学生也未必不会经历自我认同变化。此研究结果不仅丰富了英语学习与自我认同的研究,而且对农村乡镇小学生英语教学与学习有一定的启示作用。一方面,农村英语教师可以监控学生英语学习过程中的自我认同变化,针对变化选择相应的教学内容和方法促进良性自我认同变化。另一方面,学生应对两种不同语言及文化进行比较学习,从而获得生产性变化。
[Abstract]:After people learn a new language, their personal abilities and values will change to a certain extent, that is, the change of self-identity. As a kind of "non-language learning result" parallel to the "language outcome" of learning, self-identity change has been highly concerned by foreign scholars as early as 1980s. In China, the study of English learning and self-identity changes has focused on the last ten years. But it is worth noting that most of the research objects of scholars at home and abroad are immigrants, college students, independent college students, higher vocational students, a small number of primary, high school students, almost completely ignored the basic stage of primary school students. In this paper, the author conducts an empirical study on the changes of self-identity in two primary schools in rural areas of Hubei Province, from grade 4 to grade 6, to investigate the changes of their self-identity after learning English. This paper mainly discusses the following three questions: 1) after learning English, will there be any changes in the self-identity of primary school students? If there are changes, what changes will occur? (2) will the length of their English learning years affect their self-identity changes? What is the difference between the self-identity of the fourth, fifth and sixth graders who have studied English for one year, two years, and three years? (3) are these self-identity changes related to their English learning performance? Based on the questionnaire on English learning and self-identity change in Senior one Hong (2011), this paper investigated the changes of self-identity of 419 primary school students in four, five and six grades in rural areas of Hubei province. The author modifies the questionnaire of Senior one Hong and divides the changes of English learners' self-identity into seven dimensions: positive confidence change, negative confidence change, additive change, reduced change, productive change, split change and zero change. This study also used interviews and tests to collect data. With the help of SPSS 20.0, the data collected were analyzed, that is, descriptive statistics, univariate variance analysis and Pearson correlation coefficient were used to analyze the development of self-identity changes in rural primary school students after learning English. Draw the following conclusion: 1) Rural primary school students will also experience changes in self-identity. In the environment of English as a foreign language, the change of negative self-confidence is the most obvious change of self-identity, while the change of positive self-confidence is not obvious. Among all the changes in self-identity, pupils' self-confidence is not affected by the length of English learning, but their cultural identity has changed. Students who study English longer are more likely to produce positive self-identity changes, such as additional and productive changes, and they also experience less cultural conflict (.3) as a result of non-language learning. The change of self-identity of rural primary school students is not related to their English learning achievement, that is, the students with high English proficiency may not necessarily experience the change of self-identity, nor the students with poor grades may not experience the change of self-identity. This study not only enriches the study of English learning and self-identity, but also enlightens the English teaching and learning of primary school students in rural villages and towns. On the one hand, rural English teachers can monitor the changes of students' self-identity in the process of English learning, and choose the corresponding teaching contents and methods to promote the change of self-identity. On the other hand, students should make comparative study of two different languages and cultures in order to achieve productive changes.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】