初中生英语自我概念与其英语学习成绩的关系研究

发布时间：2018-03-16 15:43

本文选题：英语自我概念　切入点：英语成绩　出处：《山西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：情感因素在英语学习中起着关键性的作用。它会极大地促进或阻碍英语学习。自我概念作为一个极其重要的情感变量,在英语语言教学领域中受到了越来越多的关注。自我概念指一个人的自我感知,形成于对自己周围环境的体验以及对体验的理解和判断(Shavelson,1976)。英语自我概念,是指学习者对自身英语学习能力和学业成就的自我感知和自我评价。但是,目前国内关于初中生的英语自我概念的研究很少,尤其是对英语自我概念与英语学习成绩的相关研究更少,这就使得教师很难采取合适而有效的方法来提高初中生的英语成绩。本研究通过定量分析(调查问卷和英语期末考试成绩)和定性分析(英语学习日志)探索了初中学生的英语自我概念与其英语学习成绩的关系。这574名研究对象来自朔州市山阴县第四中学。目的在于探讨以下几个问题:(1)初中生英语自我概念从初一到初三的发展趋势如何?(2)初中生的英语自我概念与英语成绩的相关性如何?(3)初中男女生在英语自我概念上是否存在显著差异?在对数据分析和英语学习日志分析的基础上,得出以下研究结论:1.初中生英语自我概念从初一到初三总体呈现下降趋势。2.初中生的英语自我概念与英语成绩相互影响,相互作用,而且两者呈现显著的正相关。其中阅读自我概念对英语成绩的预测力最大,其次是词汇自我概念。具有积极英语自我概念的中学生,其英语整体学习成绩较好。具有消极英语自我概念的中学生,其英语学习整体成绩较差。3.初中男女生在整体和具体英语自我概念方面均存在显著差异。女生的英语自我概念均高于男生的英语自我概念。本研究揭示了中学生英语自我概念和英语成绩之间存在交互影响的关系。在情感教学方法的有效指导下,广大英语教师应该更全面的了解中学生英语自我概念的特点及其与英语成绩的关系,以便使其获得令人满意的英语学习成果。
[Abstract]:Affective factors play a key role in English learning. They can greatly promote or hinder English learning. Self-concept is an extremely important affective variable. More and more attention has been paid to the field of English language teaching. Self-concept refers to a person's self-perception, formed by the experience of his surroundings and his understanding and judgment of experience. It refers to learners' self-perception and self-evaluation of their English learning ability and academic achievement. However, at present, there are few researches on English self-concept of junior high school students in China. In particular, there are fewer studies on the relationship between English self-concept and English learning achievement. This makes it difficult for teachers to adopt appropriate and effective methods to improve junior high school students' English scores. This study is explored through quantitative analysis (questionnaires and English final exam scores) and qualitative analysis (English learning log). The relationship between English self-concept of junior middle school students and their English learning achievement. The 574 subjects were from 4th middle school in Shanyin county, Shuozhou city. The purpose of the study was to explore the following questions: 1) English self-concept of junior middle school students from the first year to the beginning. What is the development trend of three? What is the correlation between English self-concept and English achievement of junior high school students? (3) is there a significant difference in English self-concept between male and female junior middle school students? On the basis of data analysis and English learning log analysis, the following conclusions are drawn: 1. The English self-concept of junior high school students shows a downward trend from grade one to three. 2. The interaction between English self-concept and English achievement of junior high school students; Among them, reading self-concept has the greatest predictive power to English achievement, followed by lexical self-concept. Middle school students with positive English self-concept, Students with negative English self-concept, 3. There are significant differences between male and female junior middle school students in overall and specific English self-concept. Girls' English self-concept is higher than boys'. This study reveals middle school students' English self-concept. There is an interactive relationship between English self-concept and English achievement. The majority of English teachers should have a better understanding of the characteristics of middle school students' English self-concept and their relationship with English achievements in order to achieve satisfactory results in English learning.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】