進(jìn)入21世紀(jì)后,國內(nèi)外學(xué)者對英語自主學(xué)習(xí)進(jìn)行了廣泛的研究并取得了顯著的成果�！读x務(wù)教育課程標(biāo)準(zhǔn)》(2017)強(qiáng)調(diào)鼓勵(lì)學(xué)生在教師的指導(dǎo)下,逐步掌握語言知識(shí)和技能,形成有效的學(xué)習(xí)策略,發(fā)展自主學(xué)習(xí)能力與意識(shí)。通過查找國內(nèi)文獻(xiàn)發(fā)現(xiàn),在中小學(xué)英語自主學(xué)習(xí)中的研究對象主要集中于漢族學(xué)生,而沒有對西雙版納地區(qū)傣族初中生的英語自主學(xué)習(xí)的專門研究。因此,對西雙版納地區(qū)傣族初中生的英語自主學(xué)習(xí)調(diào)查研究有利于為傣族學(xué)生自主學(xué)習(xí)提供一定的指導(dǎo),并對傣族地區(qū)的英語教育提供一些有效的建議。本研究以實(shí)證考察為基礎(chǔ),通過問卷調(diào)查和學(xué)生訪談的形式,對西雙版納地區(qū)的勐罕中學(xué)300名傣族學(xué)生進(jìn)行了問卷調(diào)查研究,然后隨機(jī)抽取6名傣族學(xué)生進(jìn)行面對面訪談,使用了SPSS23.0對問卷數(shù)據(jù)進(jìn)行了研究分析。本研究主要探究以下幾個(gè)問題:(1)傣族初中生的英語自主學(xué)習(xí)概況;(2)英語自主學(xué)習(xí)中七個(gè)維度與傣族學(xué)生的英語成績、性別差異和自評英語水平的關(guān)系;研究結(jié)果表明:(1)被調(diào)查的傣族初中生的英語自主學(xué)習(xí)處于中等水平,仍有很大的上升空間;英語自主學(xué)習(xí)量表的48個(gè)項(xiàng)目表明這些學(xué)生總體上處于中等水平,其學(xué)習(xí)方法得分最高,學(xué)習(xí)環(huán)境得分最低。(...

【文章頁數(shù)】：82 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 The Definitions of Autonomous Learning
    2.2 The Characteristics of Autonomous Learning
    2.3 Previous Studies on Autonomous Learning at Home and Abroad
        2.3.1 Previous Study on Autonomous Learning Abroad
        2.3.2 Previous Studies on Autonomous Learning at Home
    2.4 A Brief Comment on the Previous Studies
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
    3.4 Data collection
        3.4.1 Data Collection of the Questionnaires
        3.4.2 Data Collection of the Interviews
    3.5 Data Analysis
Chapter Four Results and Discussion
    4.1 Results and Discussion of the Questionnaires
        4.1.1 Reliability Analysis of the Dai Junior Middle-school Students’English AutonomousLearning in Menghan Middle school
        4.1.2 The General Situation of the Dai Junior Middle-School Students’EnglishAutonomous Learning in Menghan Middle School of Xishuangbanna
        4.1.3 The General Situation of the Seven Dimensions of the Dai Junior Middle-schoolStudents’English Autonomous Learning in Menghan Middle School ofXishuangbanna
        4.1.4 The Relationship between the Latest English Achievement and the SevenDimensions of EAL
        4.1.5 The Relationship between the Self-evaluation of English Proficiency and the SevenDimensions of EAL
        4.1.6 The important Predictor for the Dai Junior Middle-school students in EnglishAutonomous learning
        4.1.7 Gender Differences in the Related English Autonomous Learning Variable
        4.1.8 The difference in related to the d variable with the Latest English Achievements
    4.2 Discussion of the Interviews
    4.3 Summary
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations of the Study
    5.4 Suggestions for Further Studies
References
Appendices
    Appendix 1 Questionnaire
    Appendix 2 Interview
Publications



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