留学背景下学习信念与语言能力的关系：中国学生在英国学习语言课程案例分析

发布时间：2018-07-02 07:15

本文选题：学习信念 + 国外学习　；参考：《上海外国语大学》2017年硕士论文

【摘要】：长久以来,学习信念一直被认为是静态并且稳定的。但是近来许多关于学习信念的研究开始重视其自身的多样性和动态性。与此同时,许多研究者的研究提及了学习信念在国外学习下的变化。考虑到目前此类研究在国内的不足,本研究旨在探索学生学习信念在国外学习环境下的一系列变化。许多研究结果表明学习者对于自身学习信念的理解会影响他们的日常学习行为并对他们学习成果产生影响。基于这一结论,本研究在探索出国学习对于学习信念影响的同时,也对于学习信念和语言学习的成果做了进一步的讨论。本文的研究对象是30名就读于英国谢菲尔德大学语言学习中心(ELTC)的中国留学生。本研究的研究数据采集主要通过问卷调查,半开放式访谈以及参加课程前后的雅思成绩。通过对于数据定性和定量的分析,本研究回答了以下三个问题:(1)学生的学习信念在国外学习期间如何变化?(2)学生的英语学习成绩如何变化?(3)学生的英语学习信念和他们英语学习上的成绩变化是否相关?研究发现,通过一段时间在ELTC的学习,学习者的学习信念在不同程度上发生了变化。其中最显著的是学习自主性以及信心的提升。通对比前后雅思成绩,研究者发现学习者的英语成绩有了显著提高。虽然本研究发现学习信念的改变和学习成绩进步之间的存在着一定联系,但是数据结果并非十分显著。通过对于在国外学习环境下对于学习信念和语言学习成绩的调查。本研究观察到了学习者学习信念和学习成绩的变化,并且注意到了学习信念和英语学习成绩之间存在一定的关联。但需要注意的是,国外的学习环境并非是英语学习成绩提高的保障。一系列其他因素(与母语为英语者的接触频率,语言课程的设置,英语教师的师资水平等)也影响着学习者的英语学习成果。
[Abstract]:Learning beliefs have long been considered static and stable. Recently, however, many researches on learning beliefs have begun to attach importance to their diversity and dynamics. At the same time, many researchers have mentioned the change of learning beliefs in foreign learning. Considering the shortcomings of this kind of research in China, this study aims to explore a series of changes of students' learning beliefs in foreign learning environments. Many studies have shown that learners' understanding of their own learning beliefs affects their daily learning behavior and their learning outcomes. Based on this conclusion, this study not only explores the influence of studying abroad on learning beliefs, but also further discusses the learning beliefs and the results of language learning. The subjects of this study are 30 Chinese students studying at the University of Sheffield language Learning Centre (ELTC). The data collection of this study is mainly through questionnaires, semi-open interviews and IELTS scores before and after attending the course. Through qualitative and quantitative analysis of the data, This study answers the following three questions: (1) how do students' learning beliefs change during their study abroad? (2) how do students' English learning scores change? (3) are students' English learning beliefs correlated with their English learning scores? The study found that learners' learning beliefs changed in varying degrees after learning at ELTC for a period of time. Among them, the most significant is the improvement of learning autonomy and confidence. In comparison with IELTS scores, the researchers found that learners' English scores improved significantly. Although there is a certain relationship between the change of learning belief and the improvement of academic achievement, the results are not very significant. Through a survey of learning beliefs and language achievement in foreign learning environments. The present study observes the changes of learners' learning beliefs and academic achievements, and notes that there is a certain correlation between learning beliefs and English learning achievements. However, it is important to note that the foreign learning environment is not the guarantee of the improvement of English learning achievement. A series of other factors (the frequency of contact with native speakers, language curriculum, English teachers' teacher level, etc.) also affect learners' English learning outcomes.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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