高中生英语学业自我概念与学业成绩的相关性研究

发布时间：2017-06-08 18:09

  本文关键词：高中生英语学业自我概念与学业成绩的相关性研究，由笔耕文化传播整理发布。

【摘要】：在第二语言学习过程中,学习者间存在着个体差异。其中,学习者情感差异中的自我概念在二语学习中起到重要的影响作用,一直深受国内外研究学者的关注。本文通过对高中生英语学业自我概念的调查,探索高中生英语学业自我概念与英语学业成绩的关系。为了考察英语学业自我概念与英语学业成绩的关系,本文主要探讨以下三个问题：1.英语学业自我概念与英语学业成绩是否存在相关性：2.具体维度英语学业自我概念与整体英语学业自我概念间是否存在相关性：3.性别、年级因素对英语学业自我概念的影响。本研究采用问卷调查的方法,对来自临桂中学的高一至高二的176名学生的英语学业自我概念进行调查,并收集学生的英语期末考试成绩作为英语学业成绩的标准。最后利用SPSS统计软件对数据进行相关性分析和独立样本t检验以验证研究结果。统计分析结果如下：第一,高中生英语学业学业自我概念与其英语学业成绩之间存在显著正相关。学生整体英语学业自我概念与阅读自我概念对其英语学业成绩均有积极影响并可以作为预测英语学业成绩的因素之一。第二,英语具体维度的相关自我概念中,阅读自我概念与英语整体自我概念的关联性最大,且英语自我概念与口语自我概念也存在明显的正相关。第三,英语学业自我概念对英语学业成绩的影响存在年级差异。整体英语学业自我概念与英语学业成绩之间的相关性随着英语学习者年级的上升而上升。性别差异显著存在于学生的英语自我概念各方面。男生的整体英语自我概念和阅读自我概念均低于女生。本研究建议在外语教学过程中,高中英语教师高度重视学生的英语学业自我概念在外语学习中的作用与影响,积极有效的帮助学生正确认识和形成自身的良好的英语学业自我概念,并且同时高中生也积极付出努力,提高英语学习学业质量。
【关键词】：英语学业自我概念 学习成绩 相关性
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
【目录】：

• 摘要3-4
• Abstract4-7
• Abbreviations7-11
• Chapter 1 Introduction11-15
• 1.1 Background of the study11-12
• 1.2 Purpose of the study12-13
• 1.3 Significance of the study13-14
• 1.4 Outline of the thesis14-15
• Chapter 2 Literature Review15-30
• 2.1 Self-concept15-17
• 2.1.1 Definition of self-concept15-16
• 2.1.2 Structure of self-concept16-17
• 2.2 Academic self-concept17-21
• 2.2.1 Definition of academic self-concept17-18
• 2.2.2 Multidimensionality of academic self-concept18-20
• 2.2.3 The gender and grade-level difference of academic self-concept20-21
• 2.3 English academic self-concept21-24
• 2.3.1 Definition and structure of English academic self-concept21-22
• 2.3.2 Definition of specific English self-concept dimensions22-24
• 2.4 Related theories24-26
• 2.4.1 Affective-filter hypothesis24-25
• 2.4.2 Reinforcement motivation25-26
• 2.5 Previous studies about the relationship between academic self-concept and academic learning achievement abroad and at home26-30
• Chapter 3 Methodology30-34
• 3.1 Research questions30-31
• 3.2 Method31-34
• 3.2.1 Participants31
• 3.2.2 Instrument31-32
• 3.2.3 Data collection32-33
• 3.2.4 Data analysis33-34
• Chapter 4 Results and Discussion34-49
• 4.1 Correlation analysis between English academic self-concept and English learning achievement34-38
• 4.1.1 Correlation analysis between global English academic self-concept and English learning achievement34-35
• 4.1.2 Correlation between specific English academic self-concept dimensions and general English academic self-concept35-37
• 4.1.3 Correlations between specific English academic self-concept dimensions and English learning achievement37-38
• 4.2 Gender difference in English academic self-concept38-40
• 4.3 Grade-level difference in English academic self-concept40-42
• 4.4 Discussion42-48
• 4.4.1 Correlation between global English academic self-concept and English learning achievement42-43
• 4.4.2 Correlation between specific English academic self-concept dimensions and global English academic self-concept43-44
• 4.4.3 Correlation between specific English academic self-concept dimensions and English learning achievement44-45
• 4.4.4 The effective gender difference of male and female students in English academic self-concept45-46
• 4.4.5 The effective grade-level difference in English academic self-concept46-48
• 4.5 Major findings48-49
• Chapter 5 Suggestion49-57
• 5.1 Guiding students to build up and develop learning confidence and responsibility49-51
• 5.2 Giving positive feedback and evaluation to students51-52
• 5.3 Teaching students with the gender characteristics52-53
• 5.4 Thinking highly of reading teaching53-55
• 5.5 Building up scientific English learning self-cognition55-57
• 5.5.1 Establishing positive English learning attitude55
• 5.5.2 Setting up specific English learning goals55-57
• Chapter 6 Conclusion57-60
• 6.1 Summary of the study57-58
• 6.2 Implications of the study58-59
• 6.3 Limitations of the study59-60
• Appendix60-63
• References63-68
• 在校期间的研究成果及发表的学术论文68-69
• Acknowledgements69-70

  本文关键词：高中生英语学业自我概念与学业成绩的相关性研究，，由笔耕文化传播整理发布。

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