本文選題：外語教育 + 質(zhì)性研究　； 參考：《北京外國語大學(xué)》2016年博士論文

【摘要】：隨著我國對培養(yǎng)具有合格的外語交流能力的人才越來越重視,國人也越來越多地關(guān)注自身外語交流能力的提升和發(fā)展。英語作為主要的國際交流工具更是引發(fā)全民學(xué)習(xí)熱潮,然而,“啞巴英語”依舊是中國人學(xué)習(xí)外語和對外交流的最大瓶頸之一。英語口語學(xué)習(xí)上的困境很大程度上反映了外語學(xué)習(xí)中學(xué)習(xí)者心理因素的重要性。在諸多的心理因素當(dāng)中,自我概念較少受到我國外語教育領(lǐng)域的關(guān)注,而心理學(xué)領(lǐng)域已有的很多研究表明積極、健康的自我概念對個體行為選擇、對環(huán)境的適應(yīng)和自信等方面有積極影響(Berretta 1970；Marsh 1990；Byrne 1990,Skaalvik Valas 1999)。本研究以某重點大學(xué)的6名大二非英語專業(yè)學(xué)生為個案研究對象,采用訪談、參與式觀察、錄像、日記、書面故事總結(jié)等資料收集方式,從跟蹤觀察他們的英語口語學(xué)習(xí)歷程出發(fā),探究他們在大學(xué)入學(xué)后兩年多時間里英語口語自我概念的形成和發(fā)展情況,以期為外語教育工作者和研究者們揭示大學(xué)生們的內(nèi)心認知和情感感知,為進一步理解在外語學(xué)習(xí)情境下英語口語學(xué)習(xí)者的問題提供可能的理論和實踐依據(jù)。本研究發(fā)現(xiàn)六位中國大學(xué)生對自身英語口語能力持有較為模糊或清晰的自我描述,積極或消極的自我能力判斷,以及相關(guān)的情感感受和自我價值判斷。不同的英語口語學(xué)習(xí)行為反映出個體的英語口語自我概念的相對穩(wěn)定性、動態(tài)情境性以及發(fā)展性等特點。英語口語自我概念引導(dǎo)著個體在學(xué)習(xí)行為上的堅持、投入或者放棄。從符號互動理論視角出發(fā),本研究就大學(xué)生們在大學(xué)前兩年的課內(nèi)外英語口語學(xué)習(xí)時的自我內(nèi)在對話進行了較為細致的分析,發(fā)現(xiàn)他們的英語口語自我概念經(jīng)歷了不同的發(fā)展?fàn)顟B(tài),其中包括忽視、沖突確認、沖突加劇、沖突減緩、沖突轉(zhuǎn)移、沖突擱置、以及內(nèi)在一致性。隨著大學(xué)生英語口語自我概念發(fā)展進入不同的狀態(tài),他們對自身英語口語能力的內(nèi)在思考在不同程度上促進或阻礙了他們具體的個人行為能力(時間管理、情緒管理、人際關(guān)系能力、整體能力感)的發(fā)展,并且進一步影響著他們身份認同、人生目標(biāo)以及價值觀等方面的發(fā)展和變化。本研究在英語口語自我概念的形成機制、發(fā)展?fàn)顟B(tài)、對外語教育的意義等方面做了初步的探索,為英語教育工作者和研究者們闡明了語言學(xué)習(xí)與個人成長之間的關(guān)系,所獲得的研究結(jié)果豐富了英語口語學(xué)習(xí)和自我概念的研究內(nèi)容。
[Abstract]:As more and more attention has been paid to the cultivation of qualified foreign language communication talents in China, more and more attention has been paid to the improvement and development of their own foreign language communication ability. English, as a major tool of international communication, has triggered a nationwide upsurge in learning English. However, mute English is still one of the biggest bottlenecks for Chinese to learn foreign languages and communicate with foreign countries. The difficulties in oral English learning largely reflect the importance of learners' psychological factors in foreign language learning. Among the many psychological factors, self-concept is less concerned in foreign language education field in China, and many studies in psychology field have shown that positive and healthy self-concept is the choice of individual behavior. It has a positive effect on environmental adaptation and self-confidence. Berretta 1970 / Marsh 1990 / Byrne 1990 / Skaalvik Valas 1999. In this study, 6 sophomore non-English major students in a key university were selected as case study subjects. The data were collected by interview, participatory observation, video recording, diary, written story summary and so on. By following up and observing their oral English learning process, this paper explores the formation and development of their oral English self-concept in the more than two years after college entrance. The purpose of this paper is to provide a theoretical and practical basis for foreign language educators and researchers to reveal the inner cognition and emotional perception of college students and to further understand the problems of oral English learners in the context of foreign language learning. The present study finds that six Chinese college students have vague or clear self-description, positive or negative self-competence judgment, and related emotional feelings and self-value judgments. Different oral English learning behaviors reflect the relative stability, dynamic situational and developmental characteristics of individual oral English self-concept. Oral English self-concept leads to individual persistence, commitment or abandonment in learning behavior. From the perspective of symbolic interaction theory, this study makes a detailed analysis of the internal self-dialogue of college students during their oral English learning in the first two years of college. It is found that their oral English self-concept has experienced different developmental states including neglect conflict confirmation conflict intensification conflict mitigation conflict transfer conflict shelving and internal consistency. With the development of college students' oral English self-concept into different states, their internal thinking on their own oral English competence promotes or impedes their specific personal behavioral competence (time management, emotional management) to varying degrees. The development of interpersonal skills, overall competence, and further affect their identity, life goals and values and other aspects of the development and change. The present study explores the formation mechanism of oral English self-concept, the state of development, and the significance of foreign language education, so as to clarify the relationship between language learning and personal development for English educators and researchers. The results enrich oral English learning and self-concept.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：H319.3
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本文編號：2043339