初中生英语学习自我效能感与英语成绩的相关性研究

发布时间：2018-01-16 00:20

本文关键词：初中生英语学习自我效能感与英语成绩的相关性研究　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：为了提升初中生的英语学科核心素养,教师要注重学生英语听、说、读、写能力的全面发展。作为主要科目,英语是中考的必考科目,因此很多初中生十分重视英语。但是英语在我国属于外语,学生没有一个良好的语言学习环境,加之汉语和英语属于不同语系,因此很多中学生英语学习成绩并不理想。有的学生读写能力强,但是听说能力比较差。英语学习的种种困难导致了一些初中生英语学习自我效能低下。反过来,低下的英语学习自我效能感又使初中生对英语学习产生畏难和恐惧的心理。使得他们缺乏英语学习的动力,最终导致英语成绩差,由此形成“英语学习自我效能感低—英语成绩不佳”的恶性循环。自我效能感是指个体对自己是否有能力为完成某一行所进行的推测与判断。初中生的英语学习成绩除了受学习方法的影响以外,还受到了来自心理方面的自我效能感影响。已有研究表明,英语学习自我效能感与英语学习成绩之间存在着密切的联系。其中大多数研究都是针对一般性的英语学习自我效能感,很少有针对英语听、说、读、写等具体领域的自我效能感研究。将英语学习自我效能感和英语成绩的关系深入到听、说、读、写等具体领域的研究更是少之又少,因此目前针对英语学习自我效能感的研究不够深入全面。本研究采用问卷调查的方法,对成都石室佳兴外国语学校309名学生进行问卷调查。所采用的《英语学习自我效能感问卷》具有较好的信、效度指标,该问卷量表分为一般英语学习自我效能感、口语自我效能感、听力自我效能感、阅读自我效能感和写作自我效能感五个,成绩统计分为听力、阅读、写作和总分四个方面。经过采用SPSS对问卷数据进行分析,得出以下结果:(1)初中生的英语学习自我效能感总体得分较低,其中五个分量表得分均偏低,且低于中等水平;(2)初中男生和女生的英语学习自我效能感得分有差异,其中女生的英语学习自我效能感五个分量表的得分均显著高于男生的得分,但不同年级之间学生的英语学习自我效能感不存在显著性的差异;(3)初中生的英语学习自我效能感多个分量表与英语学习成绩存在着显著正相关的关系;根据上述研究结果,研究者探讨了一些提高初中生英语学习自我效能感的策略,包括:(1)学习策略培训(2)归因训练(3)设置合理的学习目标(4)增强学生成功经验(5)成功榜样学习(6)心理暗示(7)关心学习困难学生(8)关注性别差异
[Abstract]:In order to improve the English core accomplishment of junior high school students, teachers should pay attention to the comprehensive development of students' English listening, speaking, reading and writing ability. Therefore, many junior high school students attach great importance to English, but English is a foreign language in China, students do not have a good language learning environment, plus Chinese and English belong to different language families. Therefore, many middle school students' English learning achievement is not ideal. Some students' reading and writing ability is strong, but the listening and speaking ability is relatively poor. The difficulties in English learning result in some junior high school students' low self-efficacy in English learning. The low sense of self-efficacy in English learning makes junior high school students fear and fear English learning, which makes them lack the motivation of learning English and lead to poor English performance. Therefore, "low self-efficacy in English learning and poor performance in English" Self-efficacy refers to the individual's speculation and judgment on whether he or she is capable of completing a certain job. The English learning achievement of junior high school students is not only influenced by learning methods. It is also affected by psychological self-efficacy. Studies have shown that. There is a close relationship between English learning self-efficacy and English learning achievement. Most of the studies focus on the general sense of English learning self-efficacy, and seldom on English listening, speaking and reading. Research on self-efficacy in specific areas such as writing. The relationship between self-efficacy and English achievement in English learning is much less than listening, speaking, reading, writing and so on. Therefore, the current research on English learning self-efficacy is not thorough and comprehensive. A questionnaire survey was conducted among 309 students of Jiaxing Foreign language School in Shizhuo, Chengdu. The questionnaire on Self-efficacy of English Learning has a good reliability and validity index. The questionnaire is divided into five categories: general English learning self-efficacy, oral self-efficacy, listening self-efficacy, reading self-efficacy and writing self-efficacy. By using SPSS to analyze the questionnaire data, we can draw the following results: (1) the overall score of English learning self-efficacy of junior high school students is low. The scores of five subscales were all low and lower than the middle level. (2) the scores of English learning self-efficacy of boys and girls in junior high school were different, and the scores of five sub-scales of English learning self-efficacy of girls were significantly higher than those of boys. However, there is no significant difference in English learning self-efficacy among students in different grades. (3) there is a significant positive correlation between multiple sub-scales of English learning self-efficacy and English learning achievement of junior high school students; Based on the above findings, the researchers explored some strategies to improve junior high school students' sense of self-efficacy in English learning. Include: 1) Learning Strategy training 2) Attribution training 3) setting up reasonable Learning goals 5) enhancing students' success experience 5) Learning example 6) Psychological implications 7) caring for students with Learning difficulties (. 8) attention to gender differences
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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