一般自我概念英語總體自我概念英語學習成績性別差異高職院校英語教學非英語專業(yè)大學生論文.doc

對中國高職院校非英語專業(yè)學生自我概念與英語總體成績的相關性研究【摘要】 20世紀70年代以來,語言教學的研究重點從研究教師如何教轉向學習者如何學。其中一個重要研究領域是關于造成學習結果差異的學習者個體因素,在這一背景下,研究人員開始關注情感因素對語言學習的影響,討論較多的情感因素有態(tài)度、動機、個性、焦慮、移情、自信心等,作為動機因素之一的學業(yè)自我動機使教育研究者對自我概念研究的興趣濃厚起來。本文運用調(diào)查研究的方法主要調(diào)查了“自我概念”和英語總體成績的關聯(lián)性,即中國高職院校非英語專業(yè)大學生的一般自我概念、英語總體自我概念和高等學校英語應用能力考試A級成績的關系,受試者英語總體自我概念和英語總體成績的現(xiàn)狀,以及這兩者間的性別差異。作者在武漢工業(yè)職業(yè)技術學院一年級非英語專業(yè)的學生中進行了一般自我概念,英語總體自我概念和英語學習實際情況的調(diào)查。參加調(diào)查的142名測試對象是不同性別、來自不同專業(yè)、班級的學生。在進行統(tǒng)計分析時,學生在2009年12月高等學校英語應用能力考試試卷A級中所獲取成績被看作英語學習成就的表現(xiàn)手段。本研究利用社會統(tǒng)計分析軟件(SPSS 13.0)對所得數(shù)據(jù)進行了描述性分析、相關性分析和獨立樣本t檢驗。結果表明,受試者英語總體自我概念與其英語總體.更多還原【Abstract】 It has been at least three decades since the research focus of Foreign Language Teaching (FLT) has shifted from the teacher to the learner. More and more studies concentrating on FLL probe into many aspects of the divergence between achieving and underachieving students. Learnersaffective factors, such as attitude, motivation, personality, anxiety, empathy and confidence, are given great importance in these studies. One aspect of motivation, academic self-achievement motivation, involves educat.更多還原 【關鍵詞】 一般自我概念； 英語總體自我概念； 英語學習成績； 性別差異； 高職院校英語教學； 非英語專業(yè)大學生； 【Key words】 general self-concept； English self-concept； EFL learning achievement； gender difference； vocational college English teaching； non-English majors； 【索購碩士論文全文】Q聯(lián)系Q：138113721 139938848 即付即發(fā)目錄摘要 4-5 Abstract 5 1 Introduction 9-14 1.1 Background of the Study 9-10 1.2 Purpose of the Study 10-12 1.3 Significance of the Study 12 1.4 Contents of the Paper 12-14 2 Literature Review 14-26 2.1 Previous studies on self-concept 14-16 2.1.1 Definition of self-concept 14-15 2.1.2 Six kinds of “self” 15 2.1.3 Three primary facets of self-concept 15 2.1.4 Formation of self-concept 15-16 2.1.5 Previous researches on gender difference in self-concept 16 2.1.6 Instrument for measuring self-concept 16 2.2 Previous studies on academic self-concept 16-18 2.2.1 Definition of academic self-concept 17 2.2.2 Components of academic self-concept 17 2.2.3 Frames of reference for academic self-concept 17-18 2.3 Previous studies on general English self-concept 18-21 2.3.1 Dimensions of general English self-concept 18-19 2.3.2 Relationship between English pronunciation self-concept and EFL learning 19-20 2.3.3 Major relevant researches 20-21 2.4 Previous studies on relationship between academic self-concept and academic achievement 21-25 2.4.1 Significance of researches on relationship between academic self-concept and academic achievement 21 2.4.2 Major relevant researches abroad 21-23 2.4.3 Major relevant researches at home 23-25 2.5 Summary of literature review 25-26 3 Research methodology 26-32 3.1 Research questions 26-27 3.2 Research hypotheses 27-28 3.3 Research design 28-31 3.3.1 Subjects 28 3.3.2 Instrumentation 28-30 3.3.3 Procedure 30-31 3.3.4 Statistical analysis 31 3.4 Summary 31-32 4 Data Analysis and Results 32-40 4.1 Descriptive analysis 32-34 4.1.1 Descriptive analysis on the PRETCO-A 33 4.1.2 Descriptive analysis on the general self-concept and general English self-concept 33-34 4.2 Correlation analysis 34-35 4.3 T-test analysis 35-38 4.3.1 EFL learning achievement between males and females 36 4.3.2 The general self-concept and general English self-concept between males and females 36-38 4.4 Summary 38-40 5 Discussions 40-49 5.1 The status quo of EFL learning achievement and general English self-concept of non-English majors in Chinese vocational colleges 40-44 5.1.1 The status quo of EFL learning achievement 40-43 5.1.2 The status quo of general English self-concept 43-44 5.2 The correlation between general English self-concept and EFL learning achievement 44-46 5.3 The gender difference in EFL learning achievement and general English self-concept 46-49 5.3.1 Gender differences in EFL learning achievement 46-47 5.3.2 Gender differences in general English self-concept 47-49 6 Conclusions 49-62 6.1 Implications for EFL teaching and learning 49-58 6.1.1