本文關(guān)鍵詞：初中生英語學(xué)習(xí)自我效能感與英語成績的相關(guān)性研究　出處：《四川師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：為了提升初中生的英語學(xué)科核心素養(yǎng),教師要注重學(xué)生英語聽、說、讀、寫能力的全面發(fā)展。作為主要科目,英語是中考的必考科目,因此很多初中生十分重視英語。但是英語在我國屬于外語,學(xué)生沒有一個良好的語言學(xué)習(xí)環(huán)境,加之漢語和英語屬于不同語系,因此很多中學(xué)生英語學(xué)習(xí)成績并不理想。有的學(xué)生讀寫能力強,但是聽說能力比較差。英語學(xué)習(xí)的種種困難導(dǎo)致了一些初中生英語學(xué)習(xí)自我效能低下。反過來,低下的英語學(xué)習(xí)自我效能感又使初中生對英語學(xué)習(xí)產(chǎn)生畏難和恐懼的心理。使得他們?nèi)狈τ⒄Z學(xué)習(xí)的動力,最終導(dǎo)致英語成績差,由此形成“英語學(xué)習(xí)自我效能感低—英語成績不佳”的惡性循環(huán)。自我效能感是指個體對自己是否有能力為完成某一行所進行的推測與判斷。初中生的英語學(xué)習(xí)成績除了受學(xué)習(xí)方法的影響以外,還受到了來自心理方面的自我效能感影響。已有研究表明,英語學(xué)習(xí)自我效能感與英語學(xué)習(xí)成績之間存在著密切的聯(lián)系。其中大多數(shù)研究都是針對一般性的英語學(xué)習(xí)自我效能感,很少有針對英語聽、說、讀、寫等具體領(lǐng)域的自我效能感研究。將英語學(xué)習(xí)自我效能感和英語成績的關(guān)系深入到聽、說、讀、寫等具體領(lǐng)域的研究更是少之又少,因此目前針對英語學(xué)習(xí)自我效能感的研究不夠深入全面。本研究采用問卷調(diào)查的方法,對成都石室佳興外國語學(xué)校309名學(xué)生進行問卷調(diào)查。所采用的《英語學(xué)習(xí)自我效能感問卷》具有較好的信、效度指標,該問卷量表分為一般英語學(xué)習(xí)自我效能感、口語自我效能感、聽力自我效能感、閱讀自我效能感和寫作自我效能感五個,成績統(tǒng)計分為聽力、閱讀、寫作和總分四個方面。經(jīng)過采用SPSS對問卷數(shù)據(jù)進行分析,得出以下結(jié)果:(1)初中生的英語學(xué)習(xí)自我效能感總體得分較低,其中五個分量表得分均偏低,且低于中等水平;(2)初中男生和女生的英語學(xué)習(xí)自我效能感得分有差異,其中女生的英語學(xué)習(xí)自我效能感五個分量表的得分均顯著高于男生的得分,但不同年級之間學(xué)生的英語學(xué)習(xí)自我效能感不存在顯著性的差異;(3)初中生的英語學(xué)習(xí)自我效能感多個分量表與英語學(xué)習(xí)成績存在著顯著正相關(guān)的關(guān)系;根據(jù)上述研究結(jié)果,研究者探討了一些提高初中生英語學(xué)習(xí)自我效能感的策略,包括:(1)學(xué)習(xí)策略培訓(xùn)(2)歸因訓(xùn)練(3)設(shè)置合理的學(xué)習(xí)目標(4)增強學(xué)生成功經(jīng)驗(5)成功榜樣學(xué)習(xí)(6)心理暗示(7)關(guān)心學(xué)習(xí)困難學(xué)生(8)關(guān)注性別差異
[Abstract]:In order to improve the English core accomplishment of junior high school students, teachers should pay attention to the comprehensive development of students' English listening, speaking, reading and writing ability. Therefore, many junior high school students attach great importance to English, but English is a foreign language in China, students do not have a good language learning environment, plus Chinese and English belong to different language families. Therefore, many middle school students' English learning achievement is not ideal. Some students' reading and writing ability is strong, but the listening and speaking ability is relatively poor. The difficulties in English learning result in some junior high school students' low self-efficacy in English learning. The low sense of self-efficacy in English learning makes junior high school students fear and fear English learning, which makes them lack the motivation of learning English and lead to poor English performance. Therefore, "low self-efficacy in English learning and poor performance in English" Self-efficacy refers to the individual's speculation and judgment on whether he or she is capable of completing a certain job. The English learning achievement of junior high school students is not only influenced by learning methods. It is also affected by psychological self-efficacy. Studies have shown that. There is a close relationship between English learning self-efficacy and English learning achievement. Most of the studies focus on the general sense of English learning self-efficacy, and seldom on English listening, speaking and reading. Research on self-efficacy in specific areas such as writing. The relationship between self-efficacy and English achievement in English learning is much less than listening, speaking, reading, writing and so on. Therefore, the current research on English learning self-efficacy is not thorough and comprehensive. A questionnaire survey was conducted among 309 students of Jiaxing Foreign language School in Shizhuo, Chengdu. The questionnaire on Self-efficacy of English Learning has a good reliability and validity index. The questionnaire is divided into five categories: general English learning self-efficacy, oral self-efficacy, listening self-efficacy, reading self-efficacy and writing self-efficacy. By using SPSS to analyze the questionnaire data, we can draw the following results: (1) the overall score of English learning self-efficacy of junior high school students is low. The scores of five subscales were all low and lower than the middle level. (2) the scores of English learning self-efficacy of boys and girls in junior high school were different, and the scores of five sub-scales of English learning self-efficacy of girls were significantly higher than those of boys. However, there is no significant difference in English learning self-efficacy among students in different grades. (3) there is a significant positive correlation between multiple sub-scales of English learning self-efficacy and English learning achievement of junior high school students; Based on the above findings, the researchers explored some strategies to improve junior high school students' sense of self-efficacy in English learning. Include: 1) Learning Strategy training 2) Attribution training 3) setting up reasonable Learning goals 5) enhancing students' success experience 5) Learning example 6) Psychological implications 7) caring for students with Learning difficulties (. 8) attention to gender differences
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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