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语际共性正迁移对大学生外语学习归因的影响

作　者: 吕雯雯
导　师: 王荣花
学　校: 西北大学
专　业: 外国语言学及应用语言学
关键词: 语际共性归因归因风格影响
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 40次
引　用: 0次
阅　读: 论文下载

内容摘要

随着语言研究的深入发展,语际共性受到越来越多语言学家的关注。而语际共性在外语或第二外语教学中应用所产生的正面效应正得到各方面的认可,也成为国内外语言学家研究的重要课题之一。归因是心理学重要概念之一。归因理论,简单的说,即指寻求导致结果的原因。在外语学习中,学生将学习效果进行合理正确的归因对其正确了解自身知识掌握情况以及进行下一步学习起到尤为关键的作用。本文试图探讨语际共性在中国学生英语学习中正迁移作用对学生学习归因的影响,并证明语际共性在教学中不仅是策略或方法,也是调节学生学习心理的重要手段。语际共性正迁移引导学生正确归因,正确归因提升学生学习心态进而促进学习成绩提高。期望本文能对促进教师教学方法改进,激发学生英语学习热情起到一定的作用。本文首先回顾了国内外语言学家及心理学家对语际共性及外语学习者归因的研究,指出语际共性的正迁移在教学和语言学习中不容忽视。这种正迁移也不仅仅是一种语言教学和习得策略,更是在心理层面上引导学生合理看待学习效果而达到正确理性归因的有效手段。根据F.海德提出的影响归因风格形成的两个变量：自我估价和性别角色,提出语际共性在教学实践中的应用可以提高学习者自动转化能力和对语言迁移的正确认知,促使学生进行合理客观的自我估价行为,从而引导学习者对自身学习效果做以正确合理的归因,进一步促进外语学习。基于此假设,笔者将50名非英语专业学生分为实验组和对照组,采用问卷调查、小课和试卷考查等方式,利用Excel软件对实验结果进行深入分析。结果显示：学生通过学习掌握英汉语际共性知识,不但学习成绩有所提高,更能正确对学习成绩进行正确归因,而这样归因也进一步激发了学生学习英语的兴趣和热情。基于此研究,笔者提出外语教师应将对于英汉语际共性的讲解应用到知识讲授中,以期通过引导学生进行正确的自我评价影响学生归因,进而提高学生学习成绩。

全文目录

摘要  4-5
Abstract  5-7
Table of Contents  7-10
Chapter One Introduction  10-15
  1.1 The Significance of the Research  10-12
  1.2 Objective of the Research  12
  1.3 Organization of the Thesis  12-15
Chapter Two Literature review  15-20
  2.1 The Positive Transfer of Cross-linguistic Similarities  15-18
  2.2 The Cause Attribution  18-20
Chapter Three Theoretical Basis of the Study  20-35
  3.1 The Positive Transfer of Cross-linguistic Similarities  20-25
    3.1.1 The Positive Transfer of Native language in Foreign Language Learning  21-22
    3.1.2 The Existence of Cross-linguistic Similarities  22
    3.1.3 The Advantages of the Application of Cross-linguistic Similarities in Foreign Language Teaching Activities #1  22-25
      3.1.3.1 Learners' Automaticity in Language Use  23-24
      3.1.3.2 Learner' s Cognition on the Role of Native Language  24-25
  3.2 The Cause Attribution  25-30
    3.2.1 Attributional Style and Its Two Variables  26-28
    3.2.2 Self-evaluation and Attribution in Learning Activities  28-30
  3.3 Cross-linguistie Similarities between Chinese and English  30-35
    3.3.1 Pronunciation  30-31
    3.3.2 Lexical Pattern  31-32
    3.3.3 Metaphor  32-35
      3.3.3.1 Cross-linguistic Similarities Based on Spatial Metaphor  32-33
      3.3.3.2 Cross-linguistic Similarities Based on Temporal Metaphor  33
      3.3.3.3 Cross-linguistic Similarities Based on Emotional Metaphor  33-35
Chapter Four Methodology  35-39
  4.1 Hypothesis  35-36
  4.2 Research Design  36-37
  4.3 Subjects  37
  4.4 Instruments  37-38
    4.4.1 Teaching Material  37
    4.4.2 Questionnaires  37-38
    4.4.3 Tape Recording  38
  4.5 Data Collection  38-39
Chapter Five Analysis and Findings  39-51
  5.1 Analysis and Result of the First Questionnaire  39-44
  5.2 Analysis and Findings of the Quiz  44-46
    5.2.1 Analysis on Pronunciation  45
    5.2.2 Analysis on Translation  45-46
    5.2.3 Conclusion of Quiz  46
  5.3 Analysis on the Second Questionnaire  46-49
  5.4 The Limitation of the Research  49-50
  5.5 Further Studies  50-51
Chapter Six Implications and Suggestions  51-54
  6.1 Implications and Suggestions for Teachers  51-52
    6.1.1 To Stress the Balance of Cross-linguistic Similarities and Differences  51-52
    6.1.2 To Use Cross-linguistic Similarities at Different Parts of Teaching  52
  6.2 Implications and Suggestions for Students  52-54
Chapter Seven Conclusion  54-56
Bibliography  56-62
Appendix I  62-64
  Questionnaire Ⅰ  62-63
  Questionnaire 2  63-64
Appendix Ⅱ  64-65
  The Content of Quiz  64-65
Appendix Ⅲ  65-72
  Teaching Material  65-72
    1. Similarities between Chinese and English on Pronunciation  65-66
    2. Similarities on Lexical Pattern  66-67
    3. Similarities between Chinese and English on Metaphor  67-72
      3.1 Cross-linguistic Similarities Based on Spatial Metaphor  67-68
      3.2 Cross-linguistic Similarities Based on Temporal Metaphor  68-69
      3.3 Cross-linguistic Similarities Based on Emotional Metaphor  69-72
Acknowledgement  72-73
攻读硕士学位期间取得的学术成果  73

语际共性正迁移对大学生外语学习归因的影响

内容摘要

全文目录

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