“说长法”促学效果的实证研究:自我效能视角

发布时间：2018-05-17 01:06

本文选题：英语专业学生 + 《基础英语》　；参考：《新余学院学报》2016年06期

【摘要】：《基础英语》课程"说长法"对英语专业学生在自我效能的三个层面产生了积极效应:(1)实验班总体自我效能增强;(2)在类别层面上,实验班一般自我效能、口语自我效能以及阅读自我效能得到了显著性提高;(3)自我效能单项上,在所有28项中的12项上(43%),实验班水平显著高于控制班。此外,独立样本t检验表明实验班的学业成绩显著高于控制班,即"说长法"能有效促进学习者自我效能的提高,并带来其学业成绩的提升。
[Abstract]:Basic English course "the long method" has a positive effect on English majors at the three levels of self-efficacy. (2) at the category level, the experimental class has general self-efficacy, and the experimental class has a positive effect on the overall self-efficacy of the experimental class at the level of "three levels of self-efficacy" (2) at the category level, the experimental class is generally self-efficacy. Oral self-efficacy and reading self-efficacy were significantly improved. In 12 of the 28 items, the level of the experimental class was significantly higher than that of the control class. In addition, the independent sample t-test shows that the academic achievement of the experimental class is significantly higher than that of the control class, that is, the "speaking long method" can effectively promote learners' self-efficacy and bring about the improvement of their academic performance.
【作者单位】：宜春学院外国语学院;井冈山大学外国语学院;
【基金】：2012年度江西省教育科学“十二五”规划项目《以说促学——外语教学"说长法"的行动研究》(12YB045) 2016年度宜春市社科规划重点项目《英语专业学生自我效能感提升研究》(YCSKL2016-064)
【分类号】：H319.3

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