外语教学调查与统计

1、课程：教育调查与统计评阅人分数徐泉AnEmpiricalStudyonLearningPsychologyandLearningstrategiesofEnglishMajorsAcademicnumber:2012210606Name:热比古丽卡地尔Date:2016年4月10日星期日AnEmpiricalStudyonLearningPsychologyandLearningstrategiesofEnglishMajors1. IntroductionWiththeconstantdevelopmentofthedomesticeducationsystem,forexample,the

2、collegeentranceexaminationsnewreform,wecan'tconfinetothetraditionalspoon-fedindoctrinationeducation.Unliketraditionalpassive,receive-basedlearning,autonomouslearninglaysstressontheindependentanalysis,activeexploration,practice,questioning,andlearnefscreativity.EnglishAutonomousLearningModeinmany

3、well-knownuniversitiesinthecountryhasbeenverypopular.AsthesayingEducationisexperience,andtheessenceofexperienceisself-relianceautonomouslearningisanexperientialmethodforacquiringandconsolidatingnewlanguage.Soithasaprofoundsignificancetodevelopandimprovestudents'IndependentLearningAbility.Thestud

4、yoflanguageself-efficacyandlanguagelearningstrategiesisofpracticalinChina.ManyChinesepeopleareurgentlyseekingwaystoimprovetheirEnglishcompetencetokeepupwiththedevelopmentofthechangingworld.TheresearchonpsychologicaleffectsandlearningstrategiescanhelplearnersfindmoreeffectivewaystostudyEnglish,streng

5、thentheirconfidenceandenhancetheirautonomyandindependenceinlanguagelearning.ThispaperaimstoinvestigatetheinteractionofEnglishmajorstudentspsychologicaleffectsandlearningstrategiesandatlastpartiallyresolvetheissuesinthepresentstudy.LiteratureReviewIndependentlearnershavethefollowingbehavioralcharacte

6、ristics:clearobjectives,learner'timemanagement,meaningfulguidancepractice,thecorrectuseofcognitiveandmetacognitivestrategiesaswellashavingasenseofself-efficacy(Zimmerman&Paulsen1995).Theconceptofself-efficacywasproposedbyAlbertBandura,acognitivepsychologistin1977.Self-efficacyisthebeliefinon

7、e'scapabilitiestolearnorperformbehaviorsatdesignatedlevels(Bandura1986).Thetheoryofself-efficacyisgroundedinalargetheoreticalframeworkknownassocialcognitivetheory,whichclaimsthathumanachievementsdependoninteractionsbetweenone'sbehaviors,personalfactors(e.g.,thoughts,beliefs)andenvironmentalc

8、onditions(Bandura1986).O'MalleyandChamots(1990)referredtolearningstrategiesas"thespecialthoughtsorbehaviorsthatindividualsusetohelpthemcomprehend,learn,orretainnewinformation".O'MalleyandChamot's(1990)ClassificationofLanguageLearningStrategiesMetacognitivestrategies,Cognitivest

9、rategies,Social/affectivestrategies2. Methodology2.1 ResearchobjectiveandquestionsThisresearchaimstoexploretherelationsbetweenlearnerpsychologyandlearningstrategies.Andlearnerspsychologicalcharacteristicsincludelearningmotivationandgoals,anxietyandself-efficiency.Learningstrategiescandivideintocogni

10、tivestrategyandmetacognitivestrategy.Questions:1) WhatkindofpsychologicalcharacteristicsdothelearnershavewhentheyarelearningEnglishastheirsecondlanguage?2) Whataremostcommonlyusedstrategiesofthesestudentswhenlearningandhowaretheyformed?3) Howsecondlanguagelearnerspsychologicalstateaboutrelatedtolear

11、ningstrategies?2.2 Subjects180junioratCentralChinaNormalUniversity(CCNU)willparticipateinthissurvey,majoringinEnglish.Studentsarearound21to23age.TheyareallmajoringinEnglishteachingeducation.2.3 ResearchtoolsEmotionalfactorsareimportantfactorsreflectindividuallearnerdifferences.Asthe"secondlangu

12、ageacquisitionisajointactionbyseveralfactorscomplicatedprocess"(Ellis1985),thebodywilllearntocombinedifferentaspectsofresearchwillhelpustofurtherunderstandingofsecondlanguageacquisitionprocess.Therefore,weneedtostudyandemotionalfactorscombineEnglishlearningstrategies.Self-efficacyistheindividua

13、lastowhethertheyhavetheabilitytoorganizeandexecuteaspecificactionjudgments,self-confidenceisataskinthespecificperformance.Itisthroughtheselectionprocess,cognitiveprocesses,motivationalprocessesandemotionalreactionsaffecttheindividualachievements.Ithasanimportantimpactonacademicachievement(Bandura,19

14、86,1997).2.4 Researchprocedure.Inthispaper,Englishmajorsforthesurveyaimedtoexploremotivation,anxiety,relationshipbetweenself-efficacyandlearningstrategybetweenthethreemainanswerstothefollowingquestions:First,whatkindofmotivationtolearnEnglishmajors,theirlearningandanxietyhowself-efficacy?Second,moti

15、vationandlearninganxietywhatistherelationship?Third,Howmotivationandlearninganxietyaffectslearningstrategies?Asusedherein,Horwitz"languagelearningbeliefsquestionnaire"(BALLI)and"ForeignLanguageLearningAnxietyScale"(FLCAS)of180juniorEnglishmajorfromCentralChinaNormalUniversity,con

16、ductedasurvey.AfteranalyzethedatarecoveredbySPSS13.0.Atfirst,usethedescriptivesurveytoinvestigatethesestudents'motivationtolearnEnglishandtheiranxiety.Secondly,thestudyexplorestherelationshipbetweenmotivationandlearninganxietybyfactoranalysisextractedfactorsandanxietyoutofconvictioncorrelationan

17、alysisandmultipleregressionanalysis.Finally,thepathanalysisexploresthemotivation,therelationshipbetweenanxietyandlearningstrategies.CognitiveLearningStrategies1. IreadEnglisheverydayforhalfanhour2. Iamactivetoanswerquestions3. Ialwaysconsultteachersfordifficultandkeypoints4. Iwillmakefulluseofnetwor

18、kresourcestolearnEnglishMetacognitivelearningstrategy5. Iwilltaketheinitiativetoplanthelearningtask6. IwilllearnEnglishinaccordancewiththeplandevelopment7. Iwillregularlyevaluatemyownlearning8. IwillregularlyreflectonlearningmethodsMotivation9. IlearnEnglishforthesakeofinterest10. IlearnEnglishforbe

19、tterjob.11. Becauseoftheneedforcareerplanning12. Tofulf川professionallearningneeds13. TocopewithCET,TEM,IELTS,etc.LanguageAnxiety14. IfeelthatmyabilitytolearnEnglishislowerthanotherstudents15. IamafraidofspeakingEnglishinclass.16. IamworriedthatEnglishscoresaffectmygraduation17. Iamafraidofbeinglooke

20、ddownuponbynon-Englishmajors18. IamworriedaboutfindingabetterjobSelf-efficacy19. IfeelIhavethetalenttolearnaforeignlanguage.20. IwanttousesuperiorgradeEnglishtestscorestoproveI'mgood.21. IoftenshytotalkwiththestudentsinEnglish.22. IfeelgreatwhenIindependentlycompletedhomeworkontime23. Ifeelateas

21、ewhenIcommunicatewithforeignersinEnglishAppendix:ThequestionnaireAccordingtoyoursituationcirclethefollowingdescriptiononascaleof1to5,where(1="totallyinconsistent"5="fullycompliant")1.IreadEnglisheverydayforhalfanhour.123452.Iamactivetoanswerquestions123453.Ialwaysconsultteachersf

22、ordifficultandkeypoints123454.IwillmakefulluseofnetworkresourcestolearnEnglish123455.Iwilltaketheinitiativetoplanthelearningtask123456.IwilllearnEnglishinaccordancewiththeplandevelopment123457.Iwillregularlyevaluatemyownlearning123458.Iwillregularlyreflectonlearningmethods123459.IlearnEnglishforthesakeofinterest1234510.learnEnglishforbetterjob.1234511.Becaus