课堂表现的性别差异和英语学习成绩的相关研究
发布时间：2018-09-09 13:18
【摘要】： 语言和性别是人类古老而永恒的话题，性别对语言使用所产生的影响是非常深远的。真正科学意义上的、系统的语言性别研究得到迅速发展是在20世纪70年代R．Lakoff出版《语言与妇女地位》一书后。迄今为止，对语言性别差异的研究已涉及到社会语言学、心理学、认知科学、应用语言学等各个领域。然而，大部分关于语言和性别的研究都集中在以英语为母语的西方国家，而且日常会话、工作时的交谈、家庭成员之间的对话是研究的重点，研究内容多偏重于社会语言学。 国内外学者对英语学习中的性别差异已有研究，他们对男女学生的英语学习策略，学习风格等方面的性别差异进行了研究。研究结果表明，虽然有的时候在应用某些特别的学习策略方面，男生比女生会更多的应用这些策略，，但是女生比男生会应用更多的学习策略，并能更有效的应用这些学习策略。(Erhman and Oxford，1989；Nyikos，1990；Oxford，1994)然而，外学者们对课堂过程本身未能给予足够的关注，很少人对英语课堂中的男女生所表现出来的性别差异进行研究，更谈不上应用论述该研究对英语教学的指导意义。但事实上，作为英语课堂教学中的一个变量，性别差异是不能被忽视的。本文对艺术学院的男女专科学生在英语课堂上所表现的性别差异进行了系统的研究，并分析了这些课堂表现和学生英语成绩之间的关系。 本研究主要采用Elisabeth Hayes(1992：377)所设计的课堂表现调查问卷为研究工具，选择南昌工程学院2005级的艺术学院广告设计班和环境艺术设计班的88个专科班的学生为受验对象，并应用SPSS 13．0(Statistical Package for Social Sciences 13．0)统计软件对分别对他们的课堂表现作了独立样本T检验，随后又对分别对男女受验对象的课堂表现和其英语学习成绩作了皮尔逊相关分析，逐步多元回归分析等定量分析。研究结果表明：广告设计班的男女受验对象在课堂表现的7个方面中的“学习取向”和“寻求帮助”上存在着统计上的显著性差异；女生的“学习取向”和英语学习成绩有统计上的相关性，男生在“学习取向”、“寻求帮助”和“自信”这三个方面和其英语学习成绩有统计上的相关性。环境艺术设计班的男女受验对象在“口头参与”、“学习取向”、“寻求帮助”和“自信”上有统计上的显著性差异；女生的“学习取向”以及“自我表露”和她们的英语学习成绩有统计上的相关性，男生在“学习取向”和“寻求帮助”方面和其英语学习成绩有统计上的相关性。其中，“学习取向”、“寻求帮助”、“自我表露”这些因素对男女学生的英语成绩有预测作用。最后，作者讨论了本研究对于英语教学的启示，并提出了一些现实可行的教学方法。
[Abstract]:Language and gender are ancient and eternal topics of human beings, and the influence of gender on language use is very profound. In the true scientific sense, the systematic study of language gender developed rapidly after the publication of language and the status of Women by R.Lakoff in the 1970s. So far, the study of gender differences in language has been involved in sociolinguistics, psychology, cognitive science, applied linguistics and other fields. However, most of the studies on language and gender are focused on the native English speaking countries, and their daily conversation, conversation at work and dialogue among family members are the focus of the study, and the content of the research is mainly focused on sociolinguistics. Scholars at home and abroad have studied the gender differences in English learning. They have studied the gender differences in English learning strategies and learning styles of male and female students. The results show that while boys sometimes use more of these strategies than girls, girls use more than boys. However, foreign scholars do not pay enough attention to the classroom process itself, and few study the gender difference between male and female students in English classroom. Not to mention the practical significance of this study in English teaching. But in fact, as a variable in English classroom teaching, gender differences can not be ignored. This paper makes a systematic study of the gender differences between male and female college students in English classes and analyzes the relationship between the performance of these students and their English achievements. This research mainly uses the classroom performance questionnaire designed by Elisabeth Hayes (1992: 377 as the research tool, and selects the students of the advertising design class and the environmental art design class of Nanchang University of Engineering 2005 as the subjects. SPSS 13.0 (Statistical Package for Social Sciences 13.0) was used to analyze the classroom performance of male and female subjects and Pearson correlation analysis of their English learning achievement. Stepwise multiple regression analysis and other quantitative analysis. The results show that there are statistically significant differences in "learning orientation" and "seeking help" between male and female subjects in advertising design class in seven aspects of classroom performance; Girls'"learning orientation" has statistical correlation with their English learning achievement, while boys'"learning orientation", "seeking help" and "self-confidence" have statistical correlation with their English learning achievement. There were statistically significant differences between male and female subjects in "oral participation", "learning orientation", "seeking help" and "self-confidence". Girls'"learning orientation" and "self-disclosure" have statistical correlation with their English learning achievement, while boys'"learning orientation" and "seeking help" have statistical correlation with their English learning achievement. Among them, "learning orientation", "seeking help" and "self-disclosure" can predict the English achievement of male and female students. Finally, the author discusses the implications of this study for English teaching and puts forward some practical and feasible teaching methods.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：H319
本文编号：2232492
[Abstract]:Language and gender are ancient and eternal topics of human beings, and the influence of gender on language use is very profound. In the true scientific sense, the systematic study of language gender developed rapidly after the publication of language and the status of Women by R.Lakoff in the 1970s. So far, the study of gender differences in language has been involved in sociolinguistics, psychology, cognitive science, applied linguistics and other fields. However, most of the studies on language and gender are focused on the native English speaking countries, and their daily conversation, conversation at work and dialogue among family members are the focus of the study, and the content of the research is mainly focused on sociolinguistics. Scholars at home and abroad have studied the gender differences in English learning. They have studied the gender differences in English learning strategies and learning styles of male and female students. The results show that while boys sometimes use more of these strategies than girls, girls use more than boys. However, foreign scholars do not pay enough attention to the classroom process itself, and few study the gender difference between male and female students in English classroom. Not to mention the practical significance of this study in English teaching. But in fact, as a variable in English classroom teaching, gender differences can not be ignored. This paper makes a systematic study of the gender differences between male and female college students in English classes and analyzes the relationship between the performance of these students and their English achievements. This research mainly uses the classroom performance questionnaire designed by Elisabeth Hayes (1992: 377 as the research tool, and selects the students of the advertising design class and the environmental art design class of Nanchang University of Engineering 2005 as the subjects. SPSS 13.0 (Statistical Package for Social Sciences 13.0) was used to analyze the classroom performance of male and female subjects and Pearson correlation analysis of their English learning achievement. Stepwise multiple regression analysis and other quantitative analysis. The results show that there are statistically significant differences in "learning orientation" and "seeking help" between male and female subjects in advertising design class in seven aspects of classroom performance; Girls'"learning orientation" has statistical correlation with their English learning achievement, while boys'"learning orientation", "seeking help" and "self-confidence" have statistical correlation with their English learning achievement. There were statistically significant differences between male and female subjects in "oral participation", "learning orientation", "seeking help" and "self-confidence". Girls'"learning orientation" and "self-disclosure" have statistical correlation with their English learning achievement, while boys'"learning orientation" and "seeking help" have statistical correlation with their English learning achievement. Among them, "learning orientation", "seeking help" and "self-disclosure" can predict the English achievement of male and female students. Finally, the author discusses the implications of this study for English teaching and puts forward some practical and feasible teaching methods.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：H319
【引证文献】
相关博士学位论文 前1条
1 田宝宏;学龄人口变动对基础教育发展的影响研究[D];西南大学;2008年
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