小学生英语学习情感因素调查研究

发布时间：2018-03-11 05:32

本文选题：小学生　切入点：英语学习　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：学习情感指学习者在学习过程中的感情、感觉、情绪和态度,情感状态在很大程度上影响并制约学习者的学习行为和学习结果。保持积极的英语学习情感是英语学习成功的关键。自2001年英语新课标颁布以来,培养积极的情感态度已经成为小学英语教师的共识,但笔者在教学实践中发现小学英语老师对新课标中的情感态度目标还不能完全落实。本研究希望通过对小学生英语学习情感因素中的动机、焦虑和自我概念三方面的调查分析,小学英语教师能够理解其内涵及重要性,将培养英语学习情感的意识转化为教学行为贯彻在日常教学中,反思以往教学实践中的成功与不足,不断改进和优化教学策略。小学英语学习的课堂充满生机和活力,积极情感得以激发和持续,全人发展得以实现。本研究的理论基础为外语学习中的动机理论、焦虑理论和自我概念理论。研究对象为淄博市博山区某小学五年级两个班的93名学生和博山区10名教师。研究问题分别为:小学生英语学习情感因素现状的积极方面是什么?存在的不足及原因是什么?完善不足的教学策略有哪些?研究工具为学生调查问卷、学生访谈和教师访谈,研究数据通过数据处理软件SPSS19.0进行处理。调查研究结果显示:小学生英语学习情感因素现状的积极方面有,内在动机、工具性动机和成效动机比较强。测试、交流焦虑和负评价焦虑存在,但水平较低。英语听力、口语自我概念较高。存在的不足之处及形成原因为,英语学习动机不能很好地持续,原因是上课不能全身心投入,小学生不能切身感受到英语学习的意义,课堂上机械朗读课文,运用英语的机会不多,没有养成及时预习复习的学习习惯,对过程性评价倦怠。焦虑存在并妨碍后续学习,原因与语言不够熟练有关,也与语言交流氛围不够浓厚、语言输出活动参与少、性格内向和教师的负面评价有关。阅读、总体英语自我概念有待提高,原因是小学生没有系统充分地练习拼读规则,词汇积累少阅读体验较少,阅读能力较低,学习经历学习成绩不够理想导致总体英语自我评价不高。针对以上问题,笔者认为教师应该采取的教学策略有:教师调试状态,优化师生关系;建立有序课堂,创设学习氛围;认识学习价值,课程相关生活;设置发展目标,充分体验语言;培养良好习惯,增强自我效能;依托课程资源,提高自我概念。小学阶段是英语学习的启蒙阶段也是人生的初始阶段,培养积极的学习情感对人生发展具有奠基意义。希望本研究能够对小学生英语学习积极情感的培养研究提供理论支持和实践参考。
[Abstract]:Learning emotion refers to the feelings, feelings, emotions and attitudes of learners in the process of learning. Affective state influences and restricts learners' learning behavior and learning results to a large extent. Maintaining positive English learning emotions is the key to success in English learning. Since 2001, the new English Curriculum Standard has been issued. Cultivating a positive emotional attitude has become a common understanding among English teachers in primary schools. However, the author finds out in the teaching practice that the English teachers' emotional attitude goal to the new curriculum standard has not been fully implemented. This study hopes to investigate and analyze the motivation, anxiety and self-concept of the pupils' English learning affective factors. Primary English teachers can understand its connotation and importance, transform the consciousness of cultivating English learning emotion into teaching behavior in daily teaching, and reflect on the successes and shortcomings in the past teaching practice. The classroom of primary school English learning is full of vigor and vitality, the positive emotion is stimulated and sustained, and the whole human development is realized. The theoretical basis of this study is motivation theory in foreign language learning. Anxiety theory and self-concept theory. The subjects of the study are 93 students in two classes of grade five in a primary school in Zibo City and 10 teachers in Boshan District. The research questions are: what are the positive aspects of the present situation of English learning affective factors in primary school students? What are the shortcomings and reasons? What are the inadequate teaching strategies? The research tools are student questionnaire, student interview and teacher interview. The data are processed by data processing software SPSS19.0. The results show that there are positive aspects and intrinsic motivation in the present situation of students' English learning affective factors. Instrumental motivation and effect motivation are relatively strong. Test, communication anxiety and negative evaluation anxiety exist, but the level is lower. English listening, oral self-concept is higher. English learning motivation can not be very good, because the class can not be fully committed, the primary school students can not feel the meaning of English learning, reading the text mechanically in class, there are few opportunities to use English. The anxiety exists and hinders the follow-up study, which is related to the lack of proficiency in the language, the lack of a strong atmosphere of language communication, and the lack of participation in the activities of language output. Introversion is related to the negative evaluation of teachers. Reading, the overall English self-concept needs to be improved, the reason is that pupils do not fully practice spelling rules systematically, vocabulary accumulation, less reading experience, less reading ability. In view of the above problems, the author thinks that teachers should adopt the following teaching strategies: debugging state of teachers, optimizing teacher-student relationship, establishing orderly classroom and creating learning atmosphere; Understand the value of learning, curriculum related life, set development goals, fully experience language, cultivate good habits, enhance self-efficacy, rely on curriculum resources, Improve self-concept. Primary school is the enlightenment stage of English learning and the initial stage of life. It is hoped that this study can provide theoretical support and practical reference for the cultivation of English learning positive emotions of primary school students.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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