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A Survey Study of Beliefs about English Language Learning Held by Third-Year English Majors in SWPU

作　者: 焦云韫
导　师: 曾洁
学　校: 西南石油大学
专　业: 外国语言学及应用语言学
关键词: 元认知知识学习者观念学习结果
分类号: H319
类　型: 硕士论文
年　份: 2006年
下　载: 180次
引　用: 0次
阅　读: 论文下载

内容摘要

作为学习者因素的一部分，学习者的语言学习观念直接影响学习者的学习行为，进而影响学习的最终结果，因此有必要帮助学习者反思自己的语言学习观念。作者在Horwitz(1987)设计的《语言学习观念调查表》的基础上，结合中国英语专业学生的实际情况，设计了《英语学习观念调查问卷》，并用此调查工具对西南石油大学英语专业三年级学生的学习观念进行了调查研究。研究的目的在于描述英语专业学生英语学习观念的基本特点，分析高分学生与低分学生、男生与女生英语学习观念的不同，并探讨学生的英语学习观念与其英语专业四级成绩之间的关系。描述统计分析的结果显示一些学生确实持有一些不利于英语学习的观念；独立样本T检验的结果显示，高分学生与低分学生、男生与女生之间确实存在着观念差异，但并不如笔者所预想的那么显著；相关分析的结果显示，学生的英语学习观念与其英语专业四级成绩显著低相关；多元线性回归分析的结果显示，学生的两种英语学习观念对其专业四级成绩有预测力。本次的研究结果表明，虽然学习者存在着性别与英语水平上的差别，但在接受至少八年的以课堂教学模式为主的英语学习方式之后，他们对英语学习的看法几乎成趋于一致的迹象。这就要求教师在实际教学中，除了重视学生的英语学习观念对其英语学习的潜在影响之外，还更应该注意其它学习者因素(如学习风格、学习策略等)对其英语学习的影响。本论文以中国西南地区工科大学的英语专业学生为调查对象，从而拓宽并加深了人们对在不同的学习背景下的不同的学习者的语言学习观念这一影响语言学习成绩的重要因素的认识，也为从不同角度研究语言学习观念提供了可能。

全文目录

ACKNOWLEDGEMENTS  3-4
内容提要  4-5
ABSTRACT  5-9
CHAPTER Ⅰ.INTRODUCTION  9-13
  1.1 The need for the study  9-10
  1.2 The background of the study  10-11
  1.3 The overall structure of the thesis  11-13
CHAPTER Ⅱ.LITERATURE REVIEW  13-27
  2.1 Metacognitive knowledge  13-18
    2.1.1 Concept of metacognitive knowledge  13-14
    2.1.2 Classification of metacognitive knowledge  14-16
      2.1.2.1 Person knowledge  14-15
      2.1.2.2 Task knowledge  15-16
      2.1.2.3 Strategy knowledge  16
    2.1.3 The role of metacognitive knowledge in language learning  16-18
  2.2 Learners' beliefs  18-27
    2.2.1 Definition of learners' beliefs  18
    2.2.2 Characteristics of learners' beliefs  18-19
    2.2.3 Classifications of learners' beliefs  19-21
    2.2.4 Review of the researches on learners' beliefs  21-25
      2.2.4.1 Researches out of China  21-24
      2.2.4.2 Researches in China  24-25
    2.2.5 Methodology for investigating learners' beliefs  25-27
CHAPTER Ⅲ.METHODOLOGY  27-35
  3.1 Research questions  27
  3.2 Research design  27-35
    3.2.1 Quantitative study  27-33
      3.2.1.1 Subjects  27-29
      3.2.1.2 Instruments  29-32
        3.2.1.2.1 Questionnaire  29-32
          3.2.1.2.1.1 Source of the questionnaire items  29
          3.2.1.2.1.2 Content of the questionnaire  29-31
          3.2.1.2.1.3 Structure of the questionnaire  31-32
          3.2.1.2.1.4 Reliability of the questionnaire  32
        3.2.1.2.2 Language proficiency test  32
      3.2.1.3 Data collection  32-33
      3.2.1.4 Data analysis  33
    3.2.2 Qualitative study  33-35
      3.2.2.1 Subjects  33-34
      3.2.2.2 Data collection and analysis  34-35
CHAPTER Ⅳ.RESULTS AND DISCUSSION  35-66
  4.1 General description of students' beliefs about English learning  35-54
    4.1.1 Beliefs about the difficulty of language learning  36-40
      4.1.1.1 Beliefs about general difficulty of language learning  37-38
      4.1.1.2 Belief about specific difficulty of English  38
      4.1.1.3 Optimism about English learning  38-39
      4.1.1.4 Estimates of time it will take to learn English  39-40
      4.1.1.5 Beliefs about the relative difficulty of different language skills  40
    4.1.2 Beliefs about foreign language aptitude  40-44
      4.1.2.1 Beliefs about child, woman and Chinese Superiority  41-42
      4.1.2.2 Beliefs about general and personal aptitude  42-44
    4.1.3 Beliefs about the nature of language learning  44-47
      4.1.3.1 Beliefs about the focus of English learning task  45-46
      4.1.3.2 Beliefs about cultural contact and language immersion  46-47
    4.1.4 Beliefs about learning and communication strategies  47-51
      4.1.4.1 Beliefs about communication strategies  48-50
      4.1.4.2 Beliefs about learning strategies  50-51
    4.1.5 Beliefs about motivations and expectations  51-53
    4.1.6 Beliefs about classroom instructions for English language learning  53-54
  4.2 Belief differences between subjects with high-score and those with low-score  54-57
    4.2.1 Belief differences concerning the nature of language learning  55-56
    4.2.2 Belief differences concerning learning and communication strategies  56
    4.2.3 Belief differences concerning motivations and expectations  56-57
  4.3 Belief differences between male and female subjects  57-59
    4.3.1 Belief differences concerning the difficulty of English  58
    4.3.2 Belief differences concerning the anxiety over speaking English  58-59
    4.3.3 Belief differences concerning classroom instructions  59
  4.4 Correlations between subjects' beliefs and their TEM-4 scores  59-65
  4.5 Summary  65-66
CHPATER Ⅴ.CONCLUSIONS  66-70
  5.1 Major findings  66-67
  5.2 Implications  67-68
  5.3 Limitations and recommendations  68-70
BIBLIOGRAPHY  70-74
APPENDIXES  74-83
  Appendix A.Beliefs About English Language Learning Questionnaire  74-75
  Appendix B.Item-total statistics  75-76
  Appendix C.The cross-tabulation of learners' beliefs about personal aptitude and their TEM-4 scores  76-77
  Appendix D.Detailed information about subjects' TEM-4 scores  77-78
  Appendix E.The cross-tabulation of learners' sex and their TEM-4 scores  78-79
  Appendix F.Belief differences between the students with high-score and those with low-score  79-81
  Appendix G.Belief differences between male students and female ones  81-83

A Survey Study of Beliefs about English Language Learning Held by Third-Year English Majors in SWPU

内容摘要

全文目录

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