学位论文 > 优秀研究生学位论文题录展示

中国城乡大学生语言学习信念研究

作　者: 周文婷
导　师: 何莲珍
学　校: 浙江大学
专　业: 外国语言学与应用语言学
关键词: language learning beliefs difference students from urban and rural areas
分类号: H09
类　型: 硕士论文
年　份: 2007年
下　载: 197次
引　用: 0次
阅　读: 论文下载

内容摘要

This study explores the language learning beliefs held by university students from urban and rural areas in China. Two research questions were raised. They are: 1) What are the language learning beliefs held by Chinese university students in general? 2) Are there any differences in beliefs between students from urban areas and those from rural areas in Chinese universities? If there does exist any difference, how are they different?The subjects of the study are 558 first-year non-English major students from Zhejiang University. The language learning beliefs questionnaire (LIU & DAI, 2003) was used to collect data. After the data were collected, SPSS 13.0 was employed to analyze them. The results are as follows:1) After many years’ study of English, Chinese university students have established some beliefs about the nature of language learning. For example, language learning is a long process; English is helpful for them to study their majors. At the same time, they have realized the importance of some language learning strategies such as listening to English programs on the radio, practicing oral English both in and after class. In addition, students are confident in their ability to learn English.2) There are indeed significant differences between students from urban areas and those from rural areas. In addition, differences between students from capital-level cities and students from rural areas are the largest, and differences between students from county-level cities and students from rural areas are the smallest. There is no significant variance between students from capital-level cities and students from prefecture-level cities; meanwhile the difference between students from prefecture-level cities and students from county-level cities is not significant either.3) Compared with students from rural areas, students from capital-level cities hold much stronger self-management beliefs and more firmly believe in the importance of language learning strategies; furthermore, students from urban areas have a relatively higher sense of self-efficacy.

全文目录

Acknowledgements  3-4
Abstract  4-7
Chapter Ⅰ Introduction  7-9
  1.1 Context of the problem  7
  1.2 Purpose of the study  7
  1.3 Significance of the study  7-8
  1.4 Overview of the thesis  8-9
Chapter Ⅱ Literature Review  9-18
  2.1 Learner beliefs  9-11
    2.1.1 Definition of learner beliefs  9-10
    2.1.2 Characteristics of metacognitive knowledge  10
    2.1.3 The differences between learner beliefs and metacognitive knowledge  10
    2.1.4 The differences between metacognitive knowledge and metacognitive strategies  10-11
  2.2 Beliefs about language learning  11-12
    2.2.1 Definition of beliefs about language learning  11
    2.2.2 Category of beliefs about language learning  11-12
  2.3 Beliefs about Language Learning Inventory (BALLI)  12
  2.4 Previous researches on learner beliefs about language learning  12-18
    2.4.1 Learner beliefs about language learning and autonomy  12-13
    2.4.2 Learner beliefs about language learning and learning Strategy  13-14
    2.4.3 Learner beliefs about language learning and foreign language anxiety  14-15
    2.4.4 Learner beliefs about language learning and culture  15-16
    2.4.5 Learner beliefs about language learning and factors such as gender, proficiency level, major and target language  16-17
    2.4.6 Summary  17-18
Chapter Ⅲ The Present Study  18-36
  3.1 Research methodology  18-21
    3.1.1 Research questions  18
    3.1.2 Subjects  18-19
    3.1.3 Instrument  19-20
    3.1.4 Data collection procedure  20
    3.1.5 Data analysis procedure  20-21
  3.2 Data analysis and discussion  21-36
    3.2.1 Descriptive statistics  21-23
    3.2.2 One-Way ANOVA analysis  23-26
    3.2.3 Factor analysis  26-30
    3.2.4 The comparisons of urban and rural students in terms of the extracted factors  30-36
Chapter Ⅳ Conclusion and Implications  36-39
  4.1 Conclusion  36-37
  4.2 Pedagogical implications  37-38
  4.3 Suggestions for further research  38-39
References  39-42
Appendices  42-49
  Appendix A  42-46
  Appendix B  46-49

中国城乡大学生语言学习信念研究

内容摘要

全文目录

相似论文