自我效能感对高中生听力学习策略的影响的研究

发布时间：2018-05-17 11:19

本文选题：自我效能感 + 英语听力策略　；参考：《陕西师范大学》2016年硕士论文

【摘要】：众所周知,情感因素对学生的学习有着重要的影响,而且在新英语课程标准中,情感态度的培养被视为英语教学的一项重要目标。作为情感因素的一个重要方面,自我效能感理论于1977年由美国心理学家班杜拉提出,从80年代中期开始得到了丰富和发展,且越来越受到研究者的关注,在不同的领域对其进行了研究和探索。自我效能感指的是一个人对于自己是否能够完成任务或者实现目标的能力的一种判断和信念。语言学习策略指的是学习者为了学好语言从而有效的运用语言而采取的一系列的具体的活动或步骤。英语自我效能感和学习策略都是影响语言学习过程的重要因素。当提到英语教学方面的研究,其范围终究不会超过听、说、读、写、译这五个基本技能。另外,从某种程度上说,听力之所以重要在于它对于其它四项技能而言起着基础性的作用。这也是为什么关于听力策略的研究显得至关重要。大量研究表明,自我效能感和学习策略之间有着显著的正相关,但是关于自我效能感对某一具体策略的影响的研究还略显不足。鉴于此,本文探究了高中生英语自我效能感对听力策略使用的影响,希望对此研究领域有所裨益。为了达到研究目的,笔者提出了以下三个研究问题：高中生自我效能感的现状；高中生听力策略使用的整体状况；高中生自我效能感是如何影响其听力策略使用情况的。本研究选取了深圳市某实验学校的70名高一年级学生作为被试,设定一个控制班和一个实验班,进行了为期四个月的实验。期间,实验班由笔者执教,在教学过程中有意识地帮助学生提高其自我效能感,而控制班学生则不会得到相应的指导。四个月后,对两个班级学生的听力策略使用进行了对比分析,以探究自我效能感的提高对学生听力策略使用情况的影响。本研究采取了调查问卷的方式,用统计软件SPSS16.0和Excel对问卷所得数据进行了相应分析,包括描述性统计分析,独立样本T检验,散点图以及皮尔逊相关系数。研究结果表明：1)高中生的自我效能感总体水平为中等,在自我效能感的子分类中,获得效能最高的是学生对于达到目标的自信感,其次是完成课程目标的能力干,最后是课程应对感,即对于学习困难和挫折的应对感。另外,男女学生之间的英语自我效能并无显著差异,同样地,高水平学习者和低水平学习者之间的英语自我效能也无差异显著。2)高中生整体英语听力策略使用处于较高水平,其中对元认知策略的使用频率最高,社会情感策略和认知策略则居于其后,均处于中等水平。3)自我效能感与整体听力策略及其三个维度都成正相关关系。在三种策略中,元认知策略与自我效能感相关系数最大(R=.536,P=.000),而社会情感策略与自我效能感的相关性不显著(p=.009)基于以上研究发现,笔者认为本研究对于通过提高学生的英语自我效能感进而优化其听力策略的使用有着重大的意义。它丰富了对自我效能感和听力策略的关系的研究,并对于未来英语教学领域关于情感因素和学习策略之间关系的研究提供了启示和参考。
[Abstract]:It is well known that emotional factors have an important impact on students' learning, and in the new English curriculum standards, the cultivation of emotional attitude is regarded as an important goal in English teaching. As an important aspect of emotional factors, the theory of self efficacy was proposed by Bandura, an American psychologist in 1977, which began in the middle of 80s. To the rich and developing, and more and more attention of researchers, research and exploration in different fields. Self efficacy refers to a person's judgment and belief in the ability of a person to accomplish a task or achieve a goal. A language learning strategy means that a learner is effective in learning a language. A series of specific activities or steps adopted in the use of language. English self-efficacy and learning strategies are all important factors that affect the process of language learning. When it comes to the study of English teaching, it will not exceed the five basic skills such as listening, speaking, reading, writing and translation. In addition, to a certain extent, the importance of listening is important. It plays a fundamental role in the other four skills. This is also why the study of listening strategies is crucial. A large number of studies have shown that there is a significant positive correlation between self efficacy and learning strategies, but the study of the impact of self efficacy on a specific strategy is slightly inadequate. In order to achieve the purpose of the study, the author put forward three research questions: the status of self-efficacy of high school students, the overall situation of the use of high school students' listening strategies, and how the self-efficacy of high school students is in shadow. In this study, 70 senior students in an experimental school in Shenzhen were selected as subjects, and a control class and an experimental class were set up for a period of four months. During the course, the experimental class was taught by the author to help students improve their self-efficacy and control in the course of teaching. Four months later, a comparative analysis was made between the two classes of students' listening strategies to explore the effect of self-efficacy on the use of listening strategies. This study took a questionnaire and used statistical software SPSS16.0 and Excel to carry out the questionnaire data. The analysis, including descriptive statistical analysis, independent sample T test, scatter plot and Pearson correlation coefficient. The results show that: 1) high school students' overall level of self-efficacy is moderate. In the subclassification of self-efficacy, the highest efficiency is the students' confidence in achieving the goal, followed by the ability to achieve the goal of the course. The last is the sense of course coping, that is, the sense of coping with learning difficulties and setbacks. In addition, there is no significant difference in English self-efficacy between male and female students. Similarly, there is no significant difference in English self-efficacy between high level learners and low level learners.2.) high school students' overall English listening strategies are at a higher level, among which high school students' English listening strategies are at a higher level. The use of metacognitive strategies is the highest, social affective strategies and cognitive strategies are followed, and all are in the middle level.3.) self efficacy is positively related to the overall listening strategy and its three dimensions. Among the three strategies, the correlation coefficient of metacognitive strategies and self-efficacy is the largest (R=.536, P=.000), and the social affective strategy is the same. The correlation of self efficacy is not significant (p=.009). Based on the findings above, the author believes that this study is of great significance to improve the use of students' English self-efficacy and then to optimize the use of their listening strategies. It enriches the study of the relationship between self efficacy and listening strategies, and the future of English teaching. The study of the relationship between affective factors and learning strategies provides inspiration and reference.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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