初中生英语学习态度的调查研究

发布时间：2018-03-01 05:21

本文关键词： 初中英语学习态度认知水平情感体验行为倾向　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语学习态度在初中英语教学中至关重要。然而在实际英语教学中,教师往往会忽视学生英语学习态度的个体差异。新课标要求教师在教学中应面向全体学生,关注学生个体差异。学生的个体认知、情感、行为会影响到其英语学习态度。通过了解学生不同的英语学习态度,教师可及时发现学生在英语学习态度上存在的问题,并找到引导及培养初中生形成良好英语学习态度的有效方式,进而更好地帮助不同英语学习态度的学生提高英语成绩。本文以美国社会心理学家Rosenberg和Hoveland的态度三元论即态度A-B-C三维结构理论为基础,以太原市万柏林三中初二年级228名学生为研究对象,紧扣以下问题进行探讨:1、初中生的英语学习态度整体情况如何?2、从性别上看,男生和女生的英语学习态度在情感体验、行为倾向以及认知水平三个维度上是否存在差异?若有,具体表现在哪些方面?3、从英语水平上看,高水平组和低水平组的英语学习态度在情感体验、行为倾向以及认知水平三个维度上是否存在差异?这些差异是如何分布在这三个维度的?为探究上述问题,笔者收集了这228名研究对象的英语学习态度问卷以及四次英语单科成绩。后期经笔者整理,共获得有效问卷211份并运用于最终统计分析。最后笔者使用SPSS17.0软件对所收集到的数据进行分析,探讨学生的英语学习态度在3个维度,10项内容及50个态度因子上的分布和差异情况。研究发现:1、初中生的英语学习态度整体表现良好,特别在对学习目的及意义、学习成绩的认识和复习考试中的行为表现方面。2、从性别上看,男生和女生的英语学习态度分别在认知水平、情感体验及行为倾向这3个维度及英语学习态度的10项内容上都具有显著性差异,并且从整体来看,女生的英语学习态度普遍优于男生,尤其在行为倾向维度、对学习目的及意义的认识、学习中排除困难及抗拒干扰的行为表现方面。3、从英语水平上看,高水平组和低水平组的英语学习态度分别在认知水平、情感体验及行为倾向这3个维度及英语学习态度的10项内容上都具有显著性差异,并且高水平组的英语学习态度普遍明显优于低水平组,尤其在行为倾向维度、求知欲和学习中排除困难的行为表现、学习方法的掌握方面。此外,笔者在调查过程中还发现有近一半的学生因上英语课教师提问而感到焦虑不安。基于以上研究发现,笔者结合初中生在不同维度和不同内容上的英语学习态度特点进行分析,探讨初中生英语学习态度,并对英语教师教学提供一些参考性建议。本研究旨在了解初中生英语学习态度现状,为教师因材施教提供相关教学启示。
[Abstract]:English learning attitude is very important in junior middle school English teaching. However, in practical English teaching, teachers tend to ignore the individual differences of students' English learning attitudes. Pay attention to students' individual differences. Students' individual cognition, emotion and behavior will affect their English learning attitude. By understanding students' different English learning attitudes, teachers can find out the problems existing in students' English learning attitudes in time. And find an effective way to guide and cultivate junior high school students to form good English learning attitude. Then it can better help students with different English learning attitudes to improve their English performance. This paper is based on the attitude Ternary Theory proposed by American social psychologists Rosenberg and Hoveland, that is, attitude A-B-C three-dimensional structure theory. Taking 228 students of Grade two of WanBerlin Middle School in Taiyuan as the research object, the following questions are closely discussed: 1. What is the overall situation of junior high school students' English learning attitude? 2. From the gender point of view, are there differences between boys and girls in the three dimensions of emotional experience, behavioral tendency and cognitive level? If so, in what areas? (3) from the perspective of English proficiency, are there any differences in English learning attitudes between the high level group and the low level group in the three dimensions of affective experience, behavioral tendency and cognitive level? How are these differences distributed in these three dimensions? In order to explore the above questions, the author collected the English learning attitude questionnaire and four English single subjects' scores of 228 subjects. A total of 211 valid questionnaires were obtained and applied to the final statistical analysis. Finally, the author used SPSS17.0 software to analyze the collected data. To explore the distribution and difference of students' English learning attitude in three dimensions, including 10 items and 50 attitude factors, it was found that the middle school students' English learning attitude had a good overall performance, especially on the purpose and significance of learning. The cognition of academic achievement and the behavior performance of the review test. From the gender perspective, boys and girls' English learning attitudes are at the cognitive level, respectively. There were significant differences in the three dimensions of affective experience and behavioral orientation and the 10 aspects of English learning attitude. On the whole, female students' English learning attitude was generally superior to that of boys, especially in the behavioral orientation dimension. To understand the purpose and meaning of learning, to eliminate difficulties and resist interference in learning, and to show that the English learning attitude of high level group and low level group were at cognitive level, from the perspective of English proficiency, There were significant differences in the three dimensions of affective experience and behavioral orientation and the 10 items of English learning attitude. The English learning attitude of the high level group was generally superior to that of the low level group, especially in the behavioral orientation dimension. In addition, the author also found that nearly half of the students were anxious because of asking questions from English teachers during the survey. Based on the findings of the above study, Based on the characteristics of junior high school students' English learning attitudes in different dimensions and contents, the author explores junior high school students' English learning attitudes. The purpose of this study is to understand the present situation of junior high school students' English learning attitude and to provide relevant teaching enlightenment for teachers in accordance with their aptitude.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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