伊宁市第七中学维吾尔族民考汉学生英语学习归因分析

发布时间：2018-03-18 01:05

本文选题：民考汉学生　切入点：归因倾向　出处：《伊犁师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：由于经济、地理环境等种种因素的制约,新疆少数民族地区的英语教学水平和学习水平则处于相对滞后的地位,如何提高少数民族地区的英语教学,尤其是作为第三语言学习的少数民族学生的英语教学是函待解决的问题,而提高教学不仅要提高教师的师资水平,更重要的是针对学生自身特点调整教学,归因理论恰好为此提供了理论前提。归因是个体对已发生的成功或失败的行为的解释,也会影响随后的情感、学习行为(Weiner,1985)。美国心理学家韦纳(Weiner)在海德提出的归因的基础上继续发展了归因理论,成为归因理论的集大成者。目前,国内在第二语言习得领域的归因研究已有不少,但以少数民族初中生作为研究对象的归因研究还不是很多。本文通过对伊宁市第七中学初一至初三民考汉班级的207位维吾尔族民考汉学生的英语学习归因进行问卷调查,并且抽取8名学生进行访谈,将问卷进行筛选后输入SPSS进行分析。得出以下的结论:(1)维吾尔族民考汉同学进行归因时,总体归因是积极、健康的,他们更倾向于学习方法、努力、兴趣和态度等可控性归因。(2)在外部归因中,无论是高分组还是低分组、男生还是女生,都认为学习环境和教师上课质量是影响他们学习的最重要因素。(3)在男女生归因调查中,男生的归因倾向比女生的更加明显。在内部归因中,不少男生将英语学习的成败归因于内部归因的不可控归因。因此,作为初中民考汉班级的英语教师应该做到对维吾尔族民考汉学生的英语学习归因有一个全面的理解,引导学生进行正确的自我归因。教师还应该不断给学生设立目标,帮助学生提高自我效能意识。在课堂教学中应不断刺激学生学习英语的兴趣,提高课堂教学质量。最后,教师还应该在教学中注意自己的言行,避免消极归因。本研究有助于少数民族英语教学工作者进一步了解新疆少数民族初中生英语学习的归因倾向,从而采取有效的归因训练,对积极或消极的归因倾向进行强化或弱化,防止学生归因倾向出现偏差,使学生形成积极的归因方式,以提高学生的学习动机,改善学生的学习成绩。同时为少数民族民考汉初中生英语学习相关研究领域提供一个案例,补充归因方面的研究,为新疆少数民族英语教育研究和教育实践提供依据,进一步为此理论提供借鉴。
[Abstract]:Due to the restriction of economy, geographical environment and other factors, the English teaching and learning level of minority areas in Xinjiang is in a relatively backward position. How to improve English teaching in minority areas? In particular, the English teaching of ethnic minority students as a third language learning is a problem to be solved. To improve teaching, it is necessary not only to improve the teachers' level, but also to adjust the teaching according to the students' own characteristics. Attribution theory provides a theoretical premise for this. Attribution is an individual's interpretation of successful or failed behavior that has occurred and can also affect subsequent emotions. The American psychologist Weiner Weinern developed attribution theory on the basis of Hyde's theory, and became the most important one of attribution theory. At present, there are many researches on attribution in the field of second language acquisition in China. However, there are not many attribution studies on ethnic minority junior high school students. This paper makes a questionnaire survey on the attribution of English learning among 207 Uygur students from the first to the third middle school in Yining City. And the 8 students were selected for interviews, the questionnaire was screened and input into SPSS for analysis. The following conclusion is drawn: when the Uygur and Chinese students do the attribution, the overall attribution is positive and healthy, and they are more inclined to study methods. Effort, interest, attitude, etc.) in external attribution, boys and girls, whether in the high score group or the low score group, It is considered that the learning environment and teachers' class quality are the most important factors influencing their learning.) in the male and female students' attribution survey, the attribution tendency of male students is more obvious than that of female students. Many boys attribute the success or failure of their English learning to the uncontrollable attribution of their internal attribution. Therefore, the English teachers in the junior middle school should have a comprehensive understanding of the attribution of English learning among the Uygur students. Teachers should constantly set goals for students to help them improve their self-efficacy consciousness. In classroom teaching, they should constantly stimulate students' interest in learning English and improve the quality of classroom teaching. Teachers should also pay attention to their own words and deeds and avoid negative attribution in teaching. This study is helpful for minority English teachers to further understand the attribution tendency of minority junior high school students in Xinjiang, so as to take effective attribution training. Strengthen or weaken the positive or negative attribution tendency, prevent the deviation of the students' attribution tendency, make the students form the positive attribution way, in order to improve the students' learning motivation, At the same time, it provides a case for the study of minority Chinese junior high school students' English learning, complements the research on attribution, and provides the basis for the research and practice of ethnic minority English education in Xinjiang. Further, the theory can be used for reference.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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