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甘肃省城乡初中生自我概念与英语学习关系的对比研究

作　者: 杨云
导　师: Quan Xiaohui
学　校: 西北师范大学
专　业: 课程与教学论
关键词: 对比研究自我概念英语学业成绩城乡相关性
分类号: G633.41
类　型: 硕士论文
年　份: 2009年
下　载: 41次
引　用: 0次
阅　读: 论文下载

内容摘要

在我国,英语教学和研究一般只关注客观因素的影响,对学习者本身重视不够,而学习者内因的作用往往是教学成败的关键。自我概念是一个主要的情感因素,了解英语学习自我概念的特征和变化有助于找到有效的应对措施,帮助学生消除学习心理障碍,提高学习效率。研究自我概念就是研究学习的内因,其根本目的是探索英语学习规律,改善学生素质,提高英语教学水平。揭示其中的规律,将丰富和发展学习心理学和二语习得理论。本研究从自我概念的角度出发探讨城乡初中生自我概念的特征和发展趋势,检测学业自我概念和英语学习成绩的相关性。本文以甘肃省张掖市中学生及为对象,采用自我描述问卷(ASQHSS),对1050名初中生进行问卷调查,运用SPSS对数据进行分析,作城乡对比研究,结果表明:数据显示,城乡初中生自我概念发展波动较大,呈U型发展模式,八年级处于最低点。同时,无论在城市还是农村,初中生自我概念的发展反映出很强的性别差异:男生在学业自我概念上显著高于女生,而女生在语文和英语自我概念上高于男生。城市中学生在数学自我、体能自我、外貌自我、英语自我、异性关系、父母关系、一般自我等多数维度上的得分均显著高于农村初中生生。在研究学科自我概念和学业成绩的关系时发现,数学自我概念和英语自我概念之间的关系在性别上存在显著差异,具体表现为男生的数学自我概念和英语自我概念之间为正相关,而女生的数学自我概念和英语自我概念之间为负相关。语文自我概念和英语自我概念之间为正相关;数学自我概念和英语自我概念之间为负相关。数据显示,语文、数学、英语成绩对与之相对应的学科自我概念有正面的影响,对与之不对应的自我概念则有负面影响,且这种影响非常稳定。城市学生的英语自我概念和英语成绩的相关性均高于农村学生。语音自我概念与之相对应的英语成绩之间的相关性随着学习阶段的提高而呈下降趋势,城乡学生在性别上呈现出相同的特征。另外城市女生的英语自我概念和英语成绩普遍高于农村女生。

全文目录

Abstract  5-7
中文摘要  7-8
Lists of tables  8-9
List of Abbreviations  9-10
Chapter 1 Introduction  10-13
  1.1 Background of the study  10-12
  1.2 Significance of the Study  12
  1.3 Purpose of the study  12
  1.4 An overview of the thesis  12-13
Chapter 2 Review of the literature  13-25
  2.1 Definitions of self-concept  13
  2.2 Recent research on self-concept and its relation to Academic achievement  13-18
    2.2.1 The frame of reference model  13-14
    2.2.2 The correlation between self-concept and academic achievement  14-18
  2.3 Recent Research on Self-Concept and its relation to Other Factors  18-22
    2.3.1 Self-concept and gender  18-19
    2.3.2 Self-concept and age  19-21
    2.3.3 Self-concept and its relation to school environment  21-22
  2.4 Several Instruments for the Measurement of self-concept  22-23
    2.4.1 The review of major self-concept instruments  22
    2.4.2 Multidimensional Self-Concept Scale (MSCS)  22-23
  2.5 Research on the English Self-concept in China  23-25
Chapter 3 Theoretical Framework  25-28
  3.1 The affective factors in second language acquisition  25
  3.2 Symbolic Interaction Theory  25-26
  3.3 Hierarchical Model  26-28
Chapter 4 The Study  28-33
  4.1 Research Questions  28-29
  4.2 Conceptual Framework for the Present Study  29-30
  4.3 Research Design  30-33
    4.3.1 Participant  31
    4.3.2 Instrumentation  31
    4.3.3 Procedures  31-33
      4.3.3.1 Questionnaire  31-32
      4.3.3.2 Data Collection and statistical analysis  32-33
Chapter 5 Results and Discussion  33-50
  5.1 Studies on General Self-concept for both kinds of middle school students  33-38
    5.1.1 The state of affairs in urban middle school students  33-36
      5.1.1.1 The diversity in grade  33
      5.1.1.2 Comparison in gender  33-34
      5.1.1.3 The analysis of variance of specific self-concept for three grades  34-36
    5.1.2 The state of affairs in rural middle school students  36-38
      5.1.2.1 The variation analysis in grade  36
      5.1.2.2 The variation analysis in gender  36-37
      5.1.2.3 The analysis of variance of specific self-concept in gender  37-38
  5.2 The comparison of self-concept between urban and rural school  38-41
    5.2.1 The comparison between academic and non-academic self-concept  38-39
    5.2.2 Comparison of specific English self-concept in grades  39-41
      5.2.2.1 Comparison of specific self-concept in Grade one  39-40
      5.2.2.2 Comparison of specific English self-concept in Grade two  40
      5.2.2.3 Comparison of specific English self-concept in Grade three  40-41
  5.3 Analysis and discussion on self-concept for junior high school students  41-43
    5.3.1 Its development and trend  41-42
    5.3.2 Discussion about the variability of self-concept between girl and boy  42
    5.3.3 The analysis and discussion of self-concept between urban and rural school student  42-43
  5.4 Relationship between English self-concept and English achievement  43-45
  5.5 Studies on English self-concept and English achievement for urban middle school students  45-50
    5.5.1 Comparison between English self-concept and English achievement for grades  46-47
    5.5.2 Comparison between English self-concept and English achievement for gender  47-50
Chapter 6 Conclusion  50-55
  6.1 Major findings  50-53
    6.1.1 The characters of self-concept for junior middle school students  50-51
    6.1.2 Analysis of the academic self-concept  51
    6.1.3 The relationship between the academic self-concept and the academic achievement  51-52
    6.1.4 English self-concept and English achievement  52-53
  6.2 Implications for English teaching and learning  53
  6.3 Limitations of the present study and suggestions for future research  53-55
References  55-61
Appendix: Self-Concept Questionnaire for Middle School Students  61-65
Acknowledgement  65

甘肃省城乡初中生自我概念与英语学习关系的对比研究

内容摘要

全文目录

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