自我效能和学习策略对八年级英语成绩影响研究.docVIP

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First of all, I would like to thank my venerable academic advisor, Professor Wang Maojin, for his judicious guidance, insightful suggestion and unfailing attention to this thesis writing. Without his help, I could not have resolved to set about this thesis and it could not have taken the present form. He went through at great length every part of the thesis with thought-provoking comments. He gave me warm encouragement and genuine help, especially with the design of the questionnaires. My sincere gratitude also goes to Professor Dai Jiguo, Professor Zhang Sirui, Professor Zhang Jingyu, Professor Hou Yuhai, Professor Zhao Qinling and Professor Zhang Min for their excellent lectures on literature and English teaching, leading me to a much wider world. Im also grateful to our headmaster, Professor Sun Jian who gave us support in our graduate study. I cannot forget the interesting and lively lessons, lectures from many other professors from other institutes of Shaanxi Normal University. I will always remember the two-year precious campus life. It gives me a fresh start in my life.Meanwhile, Id like to thank all of my fellow classmates, with whom I have ever shared these two precious school years and from whom I have received considerable encouragement. In particular sincere thanks goes to Miss Qiao Shugui, with whom I have ever spent four years college life, for her heartfelt help in my graduate study and thesis writing. I would like to express my appreciation to the students who participated in completing the questionnaires for their enthusiasm and my fellow teachers for their encouragement. My thanks will also go to anyone who offered me a lot of help in various ways-Miss Jiang and other teachers in the institute. Finally, I sincerely thank my family members, my parents and my husband, who have been providing me all the time with their most precious care and love in the world.自我效能和学习策略对八年级学生英语成绩的影响研究冯向莉摘要 此论文主要围绕八年级学生的自我效能与英语学习策略对英语成绩的影响，来研究这二个因素的相互关系、以及不同成绩的学生的差异，以帮助教师和教育工作者探求改进中学英语教学的思路与途径。自我效能(self-efficacy) 作为一个核心概念，是班杜拉于1977年提出的影响学习和行为改变的重要认知机制。它是指在组织和执行一系列为达到预定效果的活动中影响个体能力的自身因素，被普遍认为对人最具决定性影响，此因素甚至可以解释具有相似知识和技能的人，其行为为何存在显著差异。他认为学习效能对学习成绩有重要的影响(Bandura, translation, 2003)，这种观点得到许多研究者的认同。语言学习策略指的是学习者在学习过程中慎重选取的环节，通过对那种语言信息的储存、保留、回忆和应用来提升对第二语言或外语的学习或使用行为（Cohen, 2000）。学习策略与情感策略已成为新课程标准的主要目标，这要求教师提升学生娴熟使用英语的整体能力。他们被认为对学习成绩有显著影响（Cohen, 2000）。 所以我们猜测在英语学习上的自我效能和学习策略都对英语成绩有显著的影响。 鉴于此，我们设计问卷来调查关于英语学习效能和学习策略的一些情况，来解答下列问题：（1）学生的学习效能、学习策略以及各维度的是何情况，是否存在性别差异？（2）学习成绩与这两个变量以及他们的各维度是什么样的相互关系？（3）这些变量对英语成绩的预测值是多少,哪些更突出？（4）不同成绩，效能和策略的学生的有何差异？本问卷调查的119被试是西安市第59中学八年级学生。他们必须回答两份问卷：一份关于自我效能，包括学习能力自我效能和学习行为自我效能；另一份关于学习策略，包含四个维度：认知策略，元认知策略，情感策略和交际策略。用学生八年级第二学期的期末成绩来和这些变量进行对比借助SPSS11.0软件进行数据统计得出自我效能水平普通但能解释.的成绩的变异，学习策略使用情况一般能解释.的成绩的变异，而且这两者间存在显著相关在自我效能方面存在显著性别差异，较成功者与成功者，不成功者在自我效能和学习策略方面都存在显著差异，但元认知策略是唯一体现成功者与不成功者显著差异的次变量作为教师，我们清楚的知道八年级学生在心理和生理方面变化很快，他们非常需要学习和生活上的关心和指导我们从这些结果不仅更多的了解了学生的英语学习情况，而且也从理论上启迪我们怎样提高学生学习英语的动机，开发学生的潜能,促进自我意识发展以及提高社会生存技能因此我们认为强化学生的自我效能和培养他们更为有效的使用并掌握英语学习策略是非常重要和必要的，这对激励学生养成更为热情和高效的终身学习语言的习惯更是必要 关键词：自我效能，英语学习策略，英语成绩Effects of the 8th Graders Self-Efficacy and LearningStrategies on Their Achievements in English LearningFeng XiangliAbstract This thesis aimed at analyzing the effects of the 8th graders self-efficacy and English learning strategies on their English achievements, the interaction of the two variables, and the difference between students with different achievements as well so as to enlighten teachers and educators to probe better conception and ways to English teaching. Self-efficacy as a central concept proposed by Bandura in 1977 is an important cognitive mechanism influencing learning and behavior change. It is personal factors about ones capabilities to organize and execute courses of actions required to attain designated types of performances, which is regarded as the most influential arbiter in human agency and helps explain why peoples behavior may differ markedly even when they have similar knowledge and skills. He deemed that students self-efficacy had significant effects on their achievements (Bandura, translation, 2003) that was verified by lots of researchers (Schunk, 1983). Language learning strategies refers to processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information about that language (Cohen, 2000). Learning strategies with affective strategies is one of the most principal aims in New English Syllables, which requires teachers to develop students overall ability in using English and train them to be skillful and thoughtful. They were thought to effect students English learning significantly (Cohen, 2000). So we predicted that self-efficacy and learning strategies should have significant effects on learning English. As a result we designed questionnaires to investigate students self-efficacy and strategies so as to solve the following questions: (1) How were students self-efficacy, learning strategies and their subdivisions in learning English and whether there was gender difference or not?(2) What relationships between students English achievements and the two variables as well as their subdivisions?(3) What are the predictions of these variables to English achievements and which is more important？ (4) What differences exist for the students with different achievements, efficacy and strategies?The 119 subjects came from the 8th grade in N0.59 junior middle school. They had to complete two questionnaires: one is about self-efficacy classified into two branches of self-efficacy of learning ability and self-efficacy of learning behavior, and the other is about English strategies containing four sub-variables: cognitive strategies, metacognitive strategies, affective strategies and communicative strategies. Their final examination achievements in the second term were used to compare with the two variables. The results computed by SPSS (11.5) showed students self-efficacy that was normal could account for 20.3% of the variance, and strategies students used ordinarily could account for 18.4% of the variance, and the two variables had significant correlation. There was significant gender difference only in self-efficacy and there were greatly significant self-efficacy and strategies difference between more successful students, successful students and less successful students. Metal-cognitive strategies were unique sub-variables that showed significant difference between successful students and less successful students. As teachers, we know clearly that the psychology and physiology of the 8th graders grow very quickly and they deserve caring and directing in learning and living essentially. From these results we not only get to know more about students in learning English but obtain more theoretical enlightenment on how to improve students motivation in learning English, develop their potentiality, enhance their self-consciousness and better their survival skills in society. Hence we think it important and compulsory to reinforce students self-efficacy and train them to be more proficient in applying and mastering learning strategies and to inspire students to be more enthusiastic and efficient in lifelong learning language. Key words：Self-efficacy, English learning strategies, English achievements1Table of ContentsChapter 1 Introduction .1 1.1 Research Orientation.1 1.2 Rationale for the Study11.3 Research Questions.21.4 Organization of Thesis.3Chapter 2 Literature Review.42.0 Introduction.42.1 Self-Efficacy. .4 2.1.1 Self-efficacy and self-concept.4 2.1.2 Behavior, sex, learning performance and self-efficacy.52.2 Learning Strategies.6 2.2.1 the distinction between strategies and techniques.7 2.2.2 classification of language learning strategies.72.2.3 language learning strategies and learners .82.2.4 Strategies, self-efficacy beliefs and academic achievement.92.3 Requirements of New English Syllables (NES) .10 2.4 Hypothesis of the Present Study.11Chapter 3 Investigating Method.123.1 Subjects.123.2 Research Instruments.12 3.2.1 Questionnaires of self-efficacy.133.2.2 Questionnaires of strategies. .133.3 English Achievements.15 3.4 Analysis Tools.15Chapter 4 Results .16Chapter 5 Discussions.29 5.1 Introduction.29 5.2 Self-efficacy and Learning Strategies in English Learning and English Achievement. 29 5.3 Gender difference and STRS, SELF and SEAS Difference.31Chapter 6 Conclusions.356.0 Introduction.356.1 Findings in the Study.356.2 Limitations of the Study.376.3 Suggestions for Further Research.386.4 Pedagogical Implication.38Bibliography.40Index.43在校就读期间研究成果.4850Chapter 1 Introduction1.1 Research Orientation This thesis focused mainly on probing the effects of the 8th graders self-efficacy and English learning strategies on English achievements, the interaction of the two variables and the difference between students with different achievements, self-efficacy and strategies as well, so as to enlighten teachers and educators to probe better conception and ways to English teaching. 1.2 Rationale for the StudyThe term “self-efficacy”, which was presented as a cognitive concept by Bandura in 1977, refers to beliefs about ones organize and implement actions in task specific situations that may contain novel, unpredictable, and possibly stressful features (Bandura, translation, 2003; Schunk, 1983), Bandura assumed that these specific expectations about ability to perform particular actions influence whether a person will attempt an action and how persistent and, consequently, how successful at the action he or she will be, provided there are adequate skills and appropriate incentives. Efficacy judgments are considered to be the outcome of an inferential process and are assumed to be subject to information from performance attainments, vicarious experiences, verbal persuasion, and emotional arousal (Norwich, 1987). Information from these sources does not automatically influence efficacy, but is weighed and used to cognitively appraise personal and situational factors influencing ability to perform a task (Gaskill & Murphy, 2004). Self-efficacy is hypothesized to affect effort expenditure and persistence (Bandura, translation, 2003). Research in a wide range of academic contexts attests to the importance of enhancing efficacy beliefs to achieve substantive outcomes, such increased levels of academic performance in writing (Schunk & Swarts, 1993; Pajares & Valiante, 1997), mathematics (Schunk, 1983; Randhawa, Beamer & Lundberg, 1993) and general performance (Bandura, translation, 2003). Students with a strong sense of academic self-efficacy have been proven to willingly undertake challenging tasks, expend greater effort for accomplishing a given task, persist longer in the presence of difficulties, demonstrate lower levels of anxiety, use more effective learning strategies and self-regulate better than others (Bong, 2001).Language learning strategies (LLS) refers to processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information about that language (Cohen, 2000: 7). Language learning and language use strategies can be further differentiated according to whether they are cognitive, metacognitive, affective and communicative. So they must concern personal factors. Schmeck encouraged researchers to view learning styles and learning strategies in the context of general personality factors such as reflectiveness / impulsiveness, self-confidence, self-efficacy, anxiety and motivation (Cohen, 2000: 15).Language learning strategies regarded as rather effective and more dynamic ways nowadays have been one of the teaching aims in the New English Syllables (Cheng & Zheng, 2002). It explicates that teachers should possess modern teaching conceptions and teaching methods so as to be more proficient. In addition, students in the modern society have been altering greatly with the rapid development of modern social culture and economy, they are more creative, energetic, outgoing and informative, so it is really urgent and critical for educators to focus on students psychological and physiological growth, especially in elementary education (Zhang, 2002). A great quantity of researches on learning strategies have proved that the good language learner applies much more strategies and more frequently than the low-proficient learner. Anyway, the low-proficient learner makes use of some passive strategies, like rote memory instead (Cheng & Zheng, 2002).Hu and Xus (2002) had ever examined the relationship between students learning self-efficacy, learning strategies and Chinese, mathematics and English achievement. They obtained a distinct result that there were no gender differences in self-efficacy and learning strategies but there was significant correlation between them. How are students learning self-efficacy and learning strategies? What relationship they have can help us to understand students more clearly, so as to decide how to improve students effectively and prompt teaching procedure greatly.1.3 Research Questions In this thesis, 119 8th graders were asked to answer the questionnaires about self-efficacy and learning strategies in learning English, with which the final English achievements were collected to analyze together. Hence, my aim in this study was to test and verify the theoretical relations that derive from self-efficacy theory. We desired to know the relationship between self-efficacy and learning strategies in English learning, the relationship between the two factors and English achievement. In the light of teaching experience, my particular aim in this study was to answer these questions: (a) How are students self-efficacy, learning strategies and their subdivisions in learning English and whether there are gender differences or not? (b) What are the relationships between students English achievements and the two variables as well as their subdivisions? (c) What are the predictions of these variables to English achievements and which is more important？(d) What are the differences between the more successful students (MS), successful students (SS) and less successful students (LS)?1.4 Organization of ThesisThe thesis is intended to start with the enlightenment of numbers of predecessors researches and theories on learning self-efficacy and learning strategies in Chapter 2. Then, in Chapter 3, we will use the questionnaires o