归因对初中生英语阅读的影响研究

发布时间：2018-06-25 21:00

本文选题：英语阅读 + 归因　；参考：《山西师范大学》2017年硕士论文

【摘要】：近年来,越来越多的国内外学者倾向于从认知因素和非认知因素角度去研究如何提高学生的英语水平,而对英语学习中的某一具体方面,如阅读、听力、写作等往往研究较少。阅读是获取语言知识最直接和最有效的途径,也是外语学习者必备的一项技能。归因是指个体对自己或他人的行为的原因加以解释和推测的过程。学习者不同的归因倾向对英语阅读中的非认知因素有着不同的影响,进而影响着学习者阅读能力的提高。本研究探讨了初中生英语阅读归因状况、学优生和学困生的英语阅读归因倾向差异、归因与阅读成绩之间的相关性。研究对象是山西省临汾市浮山县第二中学初中二年级410名学生。研究方法采用了问卷调查和访谈。用SPSS17.0整理所收集的数据并进行描述性统计分析、独立样本T检验和相关性分析。希望本次研究结果可以为教师在英语阅读教学过程中有效提高学生英语阅读水平提供有益建议。本研究的主要研究问题有:(1)初中生英语阅读归因状况如何?(2)学优生和学困生在英语阅读归因倾向上有什么差异?(3)初中生英语阅读归因与阅读成绩的相关性如何?本研究的研究结果如下:(1)在对自己的阅读水平进行自我评价时,有53.5%的初中生认为自己的英语阅读水平一般,说明大部分初中生对自己的英语阅读缺乏自信。就初中生英语阅读整体归因状况而言,大部分学生倾向于将英语阅读成功归因于努力、教师和阅读策略,将失败归因于努力、阅读策略和任务难易程度。总体来说,初中生的阅读归因方式是积极的。但将阅读失败归因于任务难易程度是消极的。(2)学优生和学困生对英语阅读的成功和失败归因上存在显著差异。就成功归因而言,学优生与学困生在努力、运气、任务难易程度和阅读策略方面存在显著差异。学优生比学困生更倾向于将英语阅读取得成功归因于努力、任务难易程度和阅读策略,而学困生更倾向于将英语阅读成绩比较理想归因于运气。就失败归因而言,学困生与学优生在努力、运气、兴趣和阅读策略方面存在显著差异。学困生比学优生更倾向于将英语阅读成绩不理想归因于努力、运气、兴趣和阅读策略。其中,学困生将阅读成绩差归因于努力、兴趣和阅读策略是积极归因,而将阅读成绩不理想归因于运气则是消极归因。(3)初中生英语阅读归因和阅读成绩具有显著相关性。对学优生而言,在成功归因中,能力因素和阅读策略与英语阅读成绩显著性正相关。在失败归因中,努力因素与英语阅读成绩显著性正相关。对学困生而言,在成功归因中,阅读策略与英语阅读成绩显著性正相关。在失败归因中,任务难易程度与英语阅读成绩显著性正相关。本研究对英语教学的启示为:(1)教师应注重培养和激发学生的学习兴趣和动力,增进学生学习英语的自信心。(2)教师应注重学习方法的指导,教授给学生科学的阅读方法。(3)教师应努力为学生创造一个良好的学习环境,帮助他们提高英语阅读成绩。(4)教师应积极了解学困生的归因倾向,引导他们积极归因。本次研究尚有许多不足之处,如样本不够大,获得数据所采用的手段和对所得数据的分析难以避免主观性以及研究者水平的局限。有关结论还有待于进一步验证和完善。
[Abstract]:In recent years, more and more scholars at home and abroad tend to study how to improve students' English level from the perspective of cognitive and non cognitive factors, and less research on some specific aspects of English learning, such as reading, listening, writing, etc. reading is the most direct and effective way to acquire knowledge of language, and also a foreign language learner. An essential skill. Attribution refers to the process of explaining and speculating on the causes of the behavior of the individual or others. The different attribution tendencies of the learners have different influences on the non cognitive factors in English reading, and thus influence the improvement of the learners' reading ability. The correlation between attribution tendencies of English reading attribution, attribution and reading performance. The subjects were 410 students in grade two of second middle school in Fushan County, Linfen, Shanxi province. The research method adopted questionnaire survey and interview. The data collected by SPSS17.0 were collected and analyzed with descriptive statistical analysis and independent sample T test. It is hoped that the results of this study can provide useful suggestions for teachers to effectively improve students' English reading level in the course of English reading teaching. The main research questions are as follows: (1) what is the attribution of English reading in junior middle school students? (2) what is the difference between the students and students in the attribution of English reading? (3) junior middle school The results of this study are as follows: (1) in the self evaluation of their reading level, 53.5% of the junior high school students think their English reading level is general, which indicates that most junior high school students lack confidence in reading their own English reading. As a result, most students tend to attribute English reading success to efforts, teachers and reading strategies are attributable to efforts, reading strategies and tasks. In general, the reading attribution of junior high school students is positive. But reading failure attributable to task difficulty is negative. (2) English students and students with learning difficulties are English to English. There are significant differences in the success and failure attribution of reading. In terms of success attribution, there are significant differences in hard work, luck, task difficulty and reading strategies. There are significant differences in efforts, luck, interest and reading strategies between learning poor students and eugenics. Poor students are more inclined to lower English reading scores than hard, lucky, interested and reading strategies. The achievement difference is attributable to the effort, the interest and the reading strategy are positive attribution, but the poor reading achievement is attributable to the negative attribution. (3) there is a significant correlation between English reading attribution and reading achievement of junior high school students. In the attribution of defeat, there is a positive correlation between the effort factors and the significance of English reading achievement. For the students with difficulties in learning, the reading strategies are positively related to the significance of the English reading achievement. In the attribution of failure, the difficulty of the task is positively related to the significance of the English reading achievement. The Enlightenment of this study on English teaching is that (1) teachers should pay attention to the training and stimulation of the English language teaching. (2) teachers should pay attention to the guidance of learning methods and teach students the way to read science. (3) (3) teachers should strive to create a good learning environment for students and help them improve their English reading performance. (4) teachers should actively understand the attribution tendency of students with difficulties in learning. There are many shortcomings in this study, such as the lack of large samples, the means used to obtain data and the difficulty of avoiding subjectivity and the limitations of the level of the researchers. The relevant conclusions are still to be further verified and improved.
【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

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