二十世紀(jì)80年代以來,在教育心理學(xué)研究領(lǐng)域,自我調(diào)節(jié)學(xué)習(xí)已被證明極大地影響了學(xué)習(xí)者的學(xué)習(xí)結(jié)果。在外語學(xué)習(xí)領(lǐng)域,研究者們已對(duì)學(xué)習(xí)者的英語自我調(diào)節(jié)學(xué)習(xí)做了大量的研究。然而,關(guān)于英語詞匯學(xué)習(xí)領(lǐng)域中自我調(diào)節(jié)學(xué)習(xí)的研究,尤其是關(guān)于高中藝體生在英語詞匯學(xué)習(xí)方面自我調(diào)節(jié)學(xué)習(xí)的研究還鮮見報(bào)道。眾所周知外語學(xué)習(xí)是一個(gè)復(fù)雜的過程,是多種因素共同作用的結(jié)果(Ellis,1985),結(jié)合學(xué)習(xí)者的不同側(cè)面研究有助于我們進(jìn)一步理解外語學(xué)習(xí)的過程。因此,我們有必要將個(gè)體情感因素與英語詞匯自我調(diào)節(jié)學(xué)習(xí)的研究結(jié)合起來。個(gè)體情感因素中的自我效能感是英語學(xué)習(xí)過程中的重要因素之一,也是影響自我調(diào)節(jié)學(xué)習(xí)的重要因素之一,盡管研究者們做過大量關(guān)于自我效能感的研究。然而,目前少有關(guān)于英語詞匯學(xué)習(xí)自我調(diào)節(jié)能力與自我效能感相關(guān)性方面的研究。因此本研究旨在調(diào)查高中藝體生英語詞匯學(xué)習(xí)自我調(diào)節(jié)能力和英語自我效能的現(xiàn)狀,以及兩者有無性別和成績(jī)上的差異,并探究?jī)烧叩南嚓P(guān)性及相關(guān)的特點(diǎn)。本研究以四川省成都市一所普通藝體高中為例,從高二藝體生中隨機(jī)抽取112名作為受試對(duì)象進(jìn)行調(diào)查研究。本研究所使用的調(diào)查工具是英語學(xué)習(xí)自我效能感量表和詞匯自我調(diào)節(jié)能力調(diào)...

【文章頁數(shù)】：81 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 A Brief Introduction to Self-regulation
        2.1.1 The Definition of Self-regulation
        2.1.2 Self-regulatory Capacity for Vocabulary Learning
        2.1.3 Empirical Study in Self-regulatory Capacity for Vocabulary
    2.2 A Brief Introduction to Self-efficacy
        2.2.1 Definition of Self-efficacy
        2.2.2 The Sources of Self-efficacy
    2.3 Related Studies on Self-regulated Learning and Self-efficacy
        2.3.1 Social Cognitive Views of Self-regulated Learning
        2.3.2 Volitional Views of Self-regulated Learning
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Methods
        3.3.1 Self-Regulatory Capacity in Vocabulary Acquisition Scale (SRCvoc) Questionnaire
        3.3.2 English Self-efficacy Questionnaire
    3.4 Data Collections and Analysis
Chapter Four Data Analysis and Discussion
    4.1 Characteristics of Self-regulatory Capacity of Senior High School Art Students
        4.1.1 The Overall Characteristics of Self-regulatory Capacity for Vocabulary Learning of Participants
        4.1.2 The Differences in Participants’ Self-regulatory Capacity for Vocabulary Learning Based on Gender
        4.1.3 The Differences in Participants’ Self-regulatory Capacity for Vocabulary Learning Based on Learning Achievements
    4.2 The Characteristics of English Self-efficacy of Senior High School Art Students
        4.2.1 The Overall Characteristics of English Self-efficacy of Senior High School Art Students
        4.2.2 The Difference in Participants’ English Self-efficacy Based on Gender
        4.2.3 The Difference in Participants’ English Self-efficacy Based on Learning Achievements
    4.3 Correlation between Self-regulatory Capacity for English Vocabulary and English Self-efficacy
Chapter Five Conclusion
    5.1 Main Findings of this Study
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
Appendix
Acknowledgements



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