新疆维吾尔族中学生英语课堂学习行为研究

发布时间：2018-05-16 02:39

本文选题：内初班 + 学习行为　；参考：《石河子大学》2017年硕士论文

【摘要】：对新疆少数民族英语学习者来说,大都经历了从母语到汉语再到英语学习的过程。由于独特的地缘环境衍生了独特的文化环境和语言学习环境,新疆少数民族英语学习者的语言学习具有区别性的特点。然而在我国的英语习得研究领域,研究者更多关注汉族学生的英语学习研究,少数民族学生的语言学习特征,尤其是新疆维吾尔族英语学习者的语言学习研究被边缘化。在目前少量针对少数民族语言学习的研究中,语际影响——母语及汉语对其英语学习的影响成为研究的重点,学习者自身的语言学习特征及教师教学对学习者语言学习的影响却鲜有涉及,这种态势对新疆少数民族英语教育势必产生消极影响。同时由于我国英语教育属于正式的课堂教学,研究课堂教学中学习者学习特点对于提升语言教育质量是必要的。学生的课堂行为,尤其是语言学习行为是反映其学习规律和成果的重要途径。因此,本研究将对新疆少数民族中学生英语学习行为的总体模式进行深入系统的研究,进一步讨论教师教学对其学习行为的影响,从而提升我国少数民族地区的英语教学水平。本文以新疆石河子市第十中学的14个内初班学生为研究对象,采用课堂观察法,对课堂教学录像进行语料转写,旨在探究少数民族中学生英语学习行为的特征以及其影响因素,具体研究以下三个问题:1)新疆维吾尔族中学生英语学习行为的总体模式是什么?2)教师的活动设计对于维吾尔族中学生学习行为产生了什么影响?3)教师的提问对维吾尔族中学生学习行为产生了什么影响?为了探究以上问题,笔者将学习行为分为过程性行为和结果性行为。过程性行为包含以下三种特征:回答模式、回答主观性和回答控制性;结果性行为包括学生回答的信息量和回答的功能性。本研究通过数据处理和分析发现:1)研究对象英语学习行为的整体模式表现为:在回答模式上以个体为主,全体和小组回答为辅;在回答主观性上,以主动回答为主,被动回答为辅;在回答的控制性上,以外控为主,内生为辅;在信息量上,以等量回答为主,不满意回答为辅;在功能性上,以表达功能为主,以回应、确认和修正功能为辅。2)教师的课堂教学活动设计类型对研究对象的学习行为产生了影响。生生互动模式有助于学生的语言输出,但是其学生回答词长未与师生互动词长未形成显著性差异。(p=0.342)。意义性活动同样有助于学生的语言输出,且与机械性活动中学生的语言呈显著性差异(p=0.024)。3)教师的提问类型对研究对象学习行为在语言使用量上的表现产生着影响。在词或词组和简单句两个水平上,学生对封闭性问题回答的词长显著长于开放性问题的回答(p=0.000)。在段落和复杂句水平上,两者没有明显差别(p=0.158)。基于上述研究发现,本文提出三个维度的建议:第一,在认知学生方面,教师需要了解维吾尔族中学生语言学习行为特征,针对其学习行为倾向性进行教学设计和实践,最大限度地激发其积极的语言学习行为,促进其有效语言输出。第二,在活动设计方面,教师应注重教学活动的意义性和互动性,科学选择教学活动内容和互动形式,精细化课堂组织以启动并维持学生学习。第三,在教师提问方面,教师应根据学生水平,科学处理封闭性和开放性问题的关系,选择能够满足学生需求、适应学生能力的问题。
[Abstract]:For the Minority English learners in Xinjiang, most of the English learners have experienced the process from their mother tongue to the Chinese and then to the English learning. Because of the unique geographical environment, the unique cultural environment and language learning environment are derived, and the language learning of the Minority English learners in Xinjiang is distinctive. However, in the field of English acquisition and research in China, The researchers pay more attention to the study of the English learning of the Han students. The language learning characteristics of the minority students, especially the Uygur English learners in Xinjiang, are marginalized. In the present few studies on minority language learning, the interlingual influence - the influence of mother tongue and Chinese on their English learning The focus of the study is that the language learning characteristics of the learners themselves and the influence of teacher's teaching on the learners' language learning are rarely involved. This situation will have a negative impact on the English education of the minority nationalities in Xinjiang. The quality of education is necessary. The students' classroom behavior, especially the language learning behavior, is an important way to reflect their learning rules and achievements. Therefore, this study will make a thorough and systematic study of the overall mode of English learning behavior of the minority middle school students in Xinjiang, and further discuss the influence of teachers' teaching on their learning behavior, so as to further discuss the influence of teachers' teaching on their learning behavior. In order to improve the level of English Teaching in ethnic minority areas in China, this paper takes 14 first class students in the tenth middle school in Shihezi, Xinjiang as the research object, and uses the classroom observation method to carry out the transcripts of the classroom teaching video. The purpose of this study is to explore the characteristics of the English learning behavior of the minority middle school students and the influencing factors. The following three studies are made. Questions: 1) what is the overall model of the English learning behavior of the Uygur middle school students in Xinjiang? 2) what influence does the teacher's activity design have on the learning behavior of the Uygur middle school students? (3) what influence does the teacher's question have on the learning behavior of the Uygur middle school students? For the purpose of exploring the above problems, the author divides the study into a process Behavior and result sexual behavior. The process behavior includes the following three characteristics: answer pattern, answer subjectivity and answer control; result sexual behavior includes the amount of information and the function of the answer. This study finds out through data processing and analysis: 1) the overall pattern of the English learning behavior of the research object is in the answer pattern. To the individual, the whole and the group answer is supplemented; in the answer subjectivism, the active answer is the main, the passive answer is supplemented; in the control of the answer, the external control is the main, the internal life is supplemented; the amount of information, the equivalent answer is the main, the dissatisfied answer is supplemented; in the function, the function is mainly expressed as the function, the response, confirmation and correction function supplemented.2) The design types of teachers' classroom teaching activities have an impact on the study behavior of the subjects. The interactive mode of students' interaction can help the students' language output, but the students' answer length has not formed significant differences with the interaction words between teachers and students. (p=0.342) the meaning activities also help the students' language output and learn from the mechanical activities. The language of the students has a significant difference (p=0.024).3) the type of teacher's question has an influence on the performance of the study behavior in the language use. In the two levels of words or phrases and simple sentences, the length of the students' answer to the closed question is longer than the answer to the open question (p=0.000). In the paragraph and the complex sentence level, two There is no significant difference (p=0.158). Based on the above research, this paper puts forward three suggestions: first, in cognitive students, teachers need to understand the characteristics of language learning behavior of Uygur middle school students, and carry out teaching design and Practice on their learning behavior tendency to stimulate their positive language learning behavior to the maximum extent. The effective language output. Second, in the field of activity design, teachers should pay attention to the significance and interaction of teaching activities, select the content and form of interactive teaching activities scientifically, fine class organization to start and maintain students' learning. Third, teachers should take root according to students' level and scientifically deal with closed and open problems. The relationship between them is to choose the problems that can meet the needs of students and adapt to students' abilities.

【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】