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非英语专业学生英语成绩与英语自我概念、成就动机的相关研究

作　者: 柴瑞琴
导　师: 郝玫
学　校: 太原理工大学
专　业: 外国语言学及应用语言学
关键词: 自我概念英语自我概念成就动机英语学习成绩相关关系
分类号: H319
类　型: 硕士论文
年　份: 2008年
下　载: 340次
引　用: 0次
阅　读: 论文下载

内容摘要

情感因素在二语习得过程的重要性已经为越来越多的研究者所关注。其中属于情感范畴的两个重要变量,自我概念和成就动机在语言教学领域已经引起研究者越来越多的重视。自我概念指的是个体对自身的认识和评价。它对于英语学习者学习过程中趋向成功或避免失败的动机影响很大。但是,目前我国国内对于大学非英语专业学生的英语自我概念的研究很少,尤其是对与自我概念密切相关的成就动机及它们对外语学习成绩影响的综合性研究更少,这就使得我们无法全面了解导致外语学习者学习动机不强的消极自我概念因素,也就无法采取有效的方法帮助那些学习效率较低的学生提高他们英语学习成绩。本研究包括两部分:第一部分是定量研究(问卷调查和英语期末考试成绩),第二部分是定性研究(个人访谈)。目的在于探讨以下五个方面的问题:1)英语自我概念在大学生英语学习中的重要作用;2)英语自我感念中各个分量对总体自我的预测力;3)英语自我概念和成就动机之间的相关关系;4)英语学业成绩与成就动机之间的相关关系;5)性别差异对学生英语自我概念、成就动机的影响。对问卷和访谈进行数据分析的结果显示:第一,英语自我概念与英语成绩之间显著相关,两者相互作用,相互影响;第二,英语整体自我概念与各个分量自我概念相互作用。其中阅读、词汇与语法自我概念对非英语专业学生的整体自我概念影响最为显著;第三,学生英语自我概念对英语学习中追求成功或避免失败的动机影响很大。自我概念积极的学生倾向于追求学习上的成功与乐趣,而自我概念消极的学生倾向于躲避英语学习中可能遇到困难;第四,学生英语成绩与他们的成就动机相互作用。学生的成就动机会影响学习成绩,反过来学生过去的学习成绩也影响了他们以后的英语学习动机;第五,在男生和女生中,他们的自我概念和成就动机也有所不同。除了阅读自我概念以外,女生一般拥有较高的英语学习及听、说、写各方面的自我概念;在成就动机上,女生拥有较强的追求成功的学习动机,而在避免失败方面,男女生没有表现出明显区别。本调查显示对非英语专业学生而言,其英语自我概念、成就动机与英语成绩三者之间存在相互影响、相互制约的循环关系。英语教师应该在情感教学理念指导下,更好的了解学生的英语自我概念的特征及其与成就动机的相互关系,以便于更好的激励学生,进而达到提高英语学习效果的成效。

全文目录

ABSTRACT  4-6
摘要  6-11
LIST OF FIGURES  11-12
LIST OF TABLES  12-13
ABBREVIATIONS  13-14
Chapter One Introduction  14-20
  1.1 Research Orientation  14-16
  1.2 Motivation for the Study  16-18
  1.3 Practicality of the Study  18-19
  1.4 General Research Questions  19
  1.5 An Overview of the Present Paper  19-20
Chapter Two Literature Review  20-40
  2.0 Overview  20
  2.1 Affect Approaches in Education  20-21
  2.2 Theoretical Perspective of Self-concept  21-25
    2.2.1 Historical Research about Self-concept  21-23
    2.2.2 Definition of Self-concept  23-24
    2.2.3 Multifaceted and Hierarchical Nature of Self-concept  24-25
    2.2.4 Self-concept and Other Self-terms  25
  2.3 Research on Academic Self-concept  25-34
    2.3.1 Definition and Structure of Academic Self-concept  26-27
    2.3.2 Measurement of Academic Self-concept  27-29
    2.3.3 Factors of Academic Self-concept  29-31
    2.3.4 Relationship between Academic Self-concept and Academic Achievement  31-32
    2.3.5 Research on English Self-concept in China  32-34
  2.4 Theoretical Perspective on Achievement Motivation  34-38
    2.4.1 Historical Orientation of Achievement Motivation  34-37
    2.4.2 Definition of Achievement Motivation  37
    2.4.3 Researches on Achievement Motivation in China  37-38
  2.5 Relationship between Self-concept and Achievement Motivation  38-39
  2.6 Summary  39-40
Chapter Three Research Design and Methodology  40-50
  3.0 Overview  40
  3.1 Research Hypotheses  40-41
  3.2 Conceptual Framework of the Study  41-42
  3.3 Operational Definition of Variables in the Study  42-44
  3.4 Research Design  44-47
    3.4.1 Subjects  44-45
    3.4.2 Instruments  45-47
  3.5 Research Procedure  47-48
    3.5.1 Data Collection of the Questionnaire  47
    3.5.2 Data Collection of the Examination  47-48
    3.5.3 Data Collection of the Interview Questions  48
    3.5.4 Statistical Analyses  48
  3.6 Summary  48-50
Chapter Four Results and Discussions  50-82
  4.0 Overview  50
  4.1 Results and Discussions on Findings of the Questionnaires  50-70
    4.1.1 Pilot Study of the Self-modified English Self-concept Questionnaire  50-57
    4.1.2 Relationship between English Self-concept and English Achievement  57-60
    4.1.3 Relationship between Global and Specific English Self-concepts  60-63
    4.1.4 Relationship between English Self-concept and Achievement Motivation  63-66
    4.1.5 Relationship between Achievement Motivation and English Achievement  66-68
    4.1.6 Gender Differences in English Self-concept and Achievement Motivation  68-70
  4.2 Results and Discussions on Findings of the English Examination  70-74
  4.3 Results and Discussions on Findings of the Interview  74-80
    4.3.1 Relationship between English Self-concept and English Achievement  74-75
    4.3.2 Relationship between English Self-concept and Achievement Motivation  75-76
    4.3.3 Relationship between Achievement Motivation and English Achievement  76-77
    4.3.4 Two Typical Examples from the Interview  77-80
  4.4 Summary  80-82
Chapter Five Conclusions  82-90
  5.0 Overview  82
  5.1 Major Findings of the Study  82-83
  5.2 Implications for English Teaching and Learning  83-87
    5.2.1 Theoretical Implications  83
    5.2.2 Practical Implications  83-87
  5.3 Limitations of the Study  87-88
  5.4 Summary of the Study  88-90
BIBLIOGRAPHY  90-94
APPENDIXES  94-100
  APPENDIX 1: QUESTIONNAIRES  94-98
  APPENDIX 2: OPEN-ENDED INTERVIEW QUESTIONS  98-100
ACKNOWLEDGEMENTS  100-102
PUBLISHED PAPERS  102

非英语专业学生英语成绩与英语自我概念、成就动机的相关研究

内容摘要

全文目录

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