中国大学生理想二语自我、学业自我效能感和英语能力关系研究

发布时间：2018-04-25 22:28

本文选题：理想二语自我 + 学业自我效能感　；参考：《天津理工大学》2017年硕士论文

【摘要】：英语学习动机和学业自我效能感是影响外语学习者的两个重要的个体因素。二语学习动机研究肇始于二十世纪50年代末Robert Gardner和Wallace Lambert的社会心理模式,之后其发展历经认知情境模式、过程取向模式、自我系统模式,直至最新的社会动态模式。社会动态模式的核心内容是二语动机自我系统,它代表了二语学习动机理论研究的新动向。相关研究表明,该理论是一个实用性强、可信度高的理论体系。但是,国内依据该理论进行的实证研究却相对较少,与其他个体因素相结合的实证研究更是寥寥。自我效能感自1977年Bandura提出以来,就得到不断的丰富和发展,然而,基于该理论的实证研究较多但是不够深入具体,且重复性研究多。因此,二语动机自我系统和自我效能感相结合的实证研究有着重要的理论和实践意义。本论文以二语动机自我系统为理论框架,以国内九所大学共455名大学生为研究对象,采用了定量研究和定性研究相结合的研究方式,对中国大学生理想二语自我,学业自我效能感及英语能力的关系进行了研究分析,以期弥补国内相关研究的空白。定量研究结果表明:(1)学业自我效能感对理想二语自我及英语能力都有预测作用;(2)理想二语自我能够预测英语能力;(3)理想二语自我在学业自我效能感与英语能力间起着部分中介作用。对5名大学生的访谈研究发现,虽然英语在学生未来的学习深造、就业当中占有很重要的位置,但是考试制度,老师的教学策略及学生自身对英语的兴趣,导致了大学生的英语学习动机处于中等水平;大部分学生具有很高的学习能力,再加上同伴和老师对他们的影响,因此大学生具有较高的学业自我效能感。本研究对英语教学与学习有重要的启示。教师帮助学习者明确目标、提升信心将有助于提高英语教学与学习效果。在未来的研究中,国内学者应密切把握动机发展方向,拓宽视野,紧跟国际步伐,将研究成果运用到实际的教学活动当中去。
[Abstract]:English learning motivation and academic self-efficacy are two important individual factors affecting foreign language learners. The study of second language learning motivation began in the late 1950s with the social psychological models of Robert Gardner and Wallace Lambert, and then developed into cognitive situational models, process-oriented models, self-system models, and the latest social dynamic models. The core content of the social dynamic model is the second language motivation self system, which represents the new trend of the second language learning motivation theory. Relevant studies show that the theory is a practical and reliable theoretical system. However, the empirical research based on this theory is relatively few, and the empirical research combined with other individual factors is even less. Since Bandura was put forward in 1977, the sense of self-efficacy has been enriched and developed continuously. However, the empirical research based on this theory is more, but it is not deep and specific enough, and there are many repetitive studies. Therefore, the empirical research on the combination of L2 motivation self-system and self-efficacy has important theoretical and practical significance. Based on the theoretical framework of second language motivation self-system and 455 college students in nine universities in China, this thesis adopts a quantitative and qualitative approach to study the ideal L2 self of Chinese college students. The relationship between academic self-efficacy and English ability is analyzed in order to make up for the gaps in domestic research. A quantitative study shows that: 1) academic self-efficacy can predict both the ideal L2 self and the English proficiency. 2) the ideal L2 self can predict English proficiency. Play a part of the intermediary role. An interview with five college students shows that although English plays an important role in the future study and employment of the students, the examination system, teachers' teaching strategies and students' interest in English are also discussed. As a result, college students' English learning motivation is at an intermediate level, and most of them have high learning ability, combined with the influence of their peers and teachers, so college students have a higher sense of academic self-efficacy. This study has important implications for English teaching and learning. Teachers help learners clear their goals and improve their confidence in English teaching and learning. In the future research, domestic scholars should grasp the direction of motivation development, broaden their horizons, keep up with the international step, and apply the research results to the actual teaching activities.
【学位授予单位】：天津理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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