中学生英语语法学习信念、策略与语言学习水平之间的相关性研究

发布时间：2018-10-31 11:43

【摘要】：英语语法一直是中学教学的重点和难点,教师教语法难,学生学语法难。语法学习成果直接影响中学生英语语言的学习,最终在高考中显现出它的实际价值。因此,掌握英语语法学习的方法和策略,对语言学习的效率和效果至关重要。信念产生动机,英语学习信念对语言学习行为具有较大的影响,影响学习策略的选择。因此,研究英语语法学习信念、策略及语言学习成果三者之间的相关性,具有重要的意义和较强的代表性。鉴于此,根据Andrew和Oxford量表收集数据,本文以山西省临汾市第一实验中学高一学生为例,探究中学生的英语语法学习信念、策略及英语成绩进行调查研究。本论文的研究问题是:(1)高中生英语语法学习信念是什么?(2)高中生英语语法学习策略是什么?(3)高中生英语语法学习信念、语法学习策略及语法水平之间有什么关系?(4)高中生英语语法学习信念、语法学习策略及英语整体水平之间有什么关系?语法测试和两份问卷的结果采用描述数据、Pearson相关分析以及优生差生之间的独立样本T检验来分析,得出中学生语法学习信念和策略的特征,并提出教学指导建议。本研究得出了以下结论:1.高中生语法学习信念复杂而充满矛盾。优生差生在个别信念上存在差异。性别会影响部分学习信念。2.语法学习策略的使用水平中等偏上,使用情况由好到差依次是:情感策略、交际策略、认知策略、元认知策略。除元认知策略,其他三类均与语法学习水平有相关性。优生差生之间策略的使用情况存在差异性。性别会影响部分学习策略的使用。3.整体相关性分析显示语法学习策略与语言水平有显著相关。学习信念的个别维度和方面与策略和语言水平相关。虽然这些维度的信念与语言水平没有直接关系,但它们与学习策略的个别维度存在正相关关系,因而这些信念和策略之间相互促进,最终影响着英语语言水平。教学中,有效的语法学习有以下建议:1.帮助学生克服对语法错误的恐惧,鼓励使用语法说和写;2.树立正确语法观;3.树立客观的语法策略观念;4.引导学生主动学习语法及英语其他知识;5.有效利用学习资源,丰富学习活动。
[Abstract]:English grammar has always been the focus and difficulty of middle school teaching, teachers are difficult to teach grammar, students are difficult to learn grammar. Grammar learning results directly affect the English language learning of middle school students, and finally show its practical value in the college entrance examination. Therefore, mastering the methods and strategies of English grammar learning is of great importance to the efficiency and effectiveness of language learning. English learning beliefs have great influence on language learning behavior and affect the choice of learning strategies. Therefore, it is of great significance and strong representativeness to study the correlation among English grammar learning beliefs, strategies and language learning achievements. In view of this, according to the data collected by Andrew and Oxford, this paper takes the first experimental high school students in Linfen City, Shanxi Province as an example to explore the English grammar learning beliefs, strategies and English scores of middle school students. The research questions in this thesis are as follows: (1) what are the beliefs of senior high school students in English grammar learning? (2) what are senior high school students' English grammar learning strategies? (3) high school students' beliefs in English grammar learning; What is the relationship between grammar learning strategies and grammar level? (4) what is the relationship between high school students' English grammar learning beliefs, grammar learning strategies and the overall level of English? The results of grammar test and two questionnaires were analyzed by descriptive data, Pearson correlation analysis and independent sample T test among the poor students. The characteristics of grammar learning beliefs and strategies of middle school students were obtained, and the teaching guidance suggestions were put forward. This study draws the following conclusions: 1. High school students' grammar learning beliefs are complex and full of contradictions. There are differences in individual beliefs among the poor students of eugenics. Gender affects some learning beliefs. 2. The use of grammar learning strategies is in the order of affective strategies, communication strategies, cognitive strategies and metacognitive strategies. Except metacognitive strategies, the other three categories are related to the level of grammar learning. There are differences in the use of strategies among eugenic poor students. Gender affects the use of some learning strategies. 3. The overall correlation analysis shows that there is a significant correlation between grammar learning strategies and language proficiency. Individual dimensions and aspects of learning beliefs are related to strategies and language levels. Although there is no direct relationship between beliefs and language proficiency in these dimensions, they are positively related to individual dimensions of learning strategies. Therefore, these beliefs and strategies promote each other and ultimately affect English language proficiency. In teaching, effective grammar learning has the following suggestions: 1. Help students overcome the fear of grammatical errors and encourage the use of grammar to speak and write; 2. Set up the correct grammar view; 3. Set up objective grammatical strategy concept; 4. Lead students to learn grammar and other knowledge of English actively; 5. Make effective use of learning resources and enrich learning activities.
【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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