本文選題：英語閱讀 + 歸因��； 參考：《山西師范大學》2017年碩士論文

【摘要】：近年來,越來越多的國內(nèi)外學者傾向于從認知因素和非認知因素角度去研究如何提高學生的英語水平,而對英語學習中的某一具體方面,如閱讀、聽力、寫作等往往研究較少。閱讀是獲取語言知識最直接和最有效的途徑,也是外語學習者必備的一項技能。歸因是指個體對自己或他人的行為的原因加以解釋和推測的過程。學習者不同的歸因傾向?qū)τ⒄Z閱讀中的非認知因素有著不同的影響,進而影響著學習者閱讀能力的提高。本研究探討了初中生英語閱讀歸因狀況、學優(yōu)生和學困生的英語閱讀歸因傾向差異、歸因與閱讀成績之間的相關(guān)性。研究對象是山西省臨汾市浮山縣第二中學初中二年級410名學生。研究方法采用了問卷調(diào)查和訪談。用SPSS17.0整理所收集的數(shù)據(jù)并進行描述性統(tǒng)計分析、獨立樣本T檢驗和相關(guān)性分析。希望本次研究結(jié)果可以為教師在英語閱讀教學過程中有效提高學生英語閱讀水平提供有益建議。本研究的主要研究問題有:(1)初中生英語閱讀歸因狀況如何?(2)學優(yōu)生和學困生在英語閱讀歸因傾向上有什么差異?(3)初中生英語閱讀歸因與閱讀成績的相關(guān)性如何?本研究的研究結(jié)果如下:(1)在對自己的閱讀水平進行自我評價時,有53.5%的初中生認為自己的英語閱讀水平一般,說明大部分初中生對自己的英語閱讀缺乏自信。就初中生英語閱讀整體歸因狀況而言,大部分學生傾向于將英語閱讀成功歸因于努力、教師和閱讀策略,將失敗歸因于努力、閱讀策略和任務難易程度�？傮w來說,初中生的閱讀歸因方式是積極的。但將閱讀失敗歸因于任務難易程度是消極的。(2)學優(yōu)生和學困生對英語閱讀的成功和失敗歸因上存在顯著差異。就成功歸因而言,學優(yōu)生與學困生在努力、運氣、任務難易程度和閱讀策略方面存在顯著差異。學優(yōu)生比學困生更傾向于將英語閱讀取得成功歸因于努力、任務難易程度和閱讀策略,而學困生更傾向于將英語閱讀成績比較理想歸因于運氣。就失敗歸因而言,學困生與學優(yōu)生在努力、運氣、興趣和閱讀策略方面存在顯著差異。學困生比學優(yōu)生更傾向于將英語閱讀成績不理想歸因于努力、運氣、興趣和閱讀策略。其中,學困生將閱讀成績差歸因于努力、興趣和閱讀策略是積極歸因,而將閱讀成績不理想歸因于運氣則是消極歸因。(3)初中生英語閱讀歸因和閱讀成績具有顯著相關(guān)性。對學優(yōu)生而言,在成功歸因中,能力因素和閱讀策略與英語閱讀成績顯著性正相關(guān)。在失敗歸因中,努力因素與英語閱讀成績顯著性正相關(guān)。對學困生而言,在成功歸因中,閱讀策略與英語閱讀成績顯著性正相關(guān)。在失敗歸因中,任務難易程度與英語閱讀成績顯著性正相關(guān)。本研究對英語教學的啟示為:(1)教師應注重培養(yǎng)和激發(fā)學生的學習興趣和動力,增進學生學習英語的自信心。(2)教師應注重學習方法的指導,教授給學生科學的閱讀方法。(3)教師應努力為學生創(chuàng)造一個良好的學習環(huán)境,幫助他們提高英語閱讀成績。(4)教師應積極了解學困生的歸因傾向,引導他們積極歸因。本次研究尚有許多不足之處,如樣本不夠大,獲得數(shù)據(jù)所采用的手段和對所得數(shù)據(jù)的分析難以避免主觀性以及研究者水平的局限。有關(guān)結(jié)論還有待于進一步驗證和完善。
[Abstract]:In recent years, more and more scholars at home and abroad tend to study how to improve students' English level from the perspective of cognitive and non cognitive factors, and less research on some specific aspects of English learning, such as reading, listening, writing, etc. reading is the most direct and effective way to acquire knowledge of language, and also a foreign language learner. An essential skill. Attribution refers to the process of explaining and speculating on the causes of the behavior of the individual or others. The different attribution tendencies of the learners have different influences on the non cognitive factors in English reading, and thus influence the improvement of the learners' reading ability. The correlation between attribution tendencies of English reading attribution, attribution and reading performance. The subjects were 410 students in grade two of second middle school in Fushan County, Linfen, Shanxi province. The research method adopted questionnaire survey and interview. The data collected by SPSS17.0 were collected and analyzed with descriptive statistical analysis and independent sample T test. It is hoped that the results of this study can provide useful suggestions for teachers to effectively improve students' English reading level in the course of English reading teaching. The main research questions are as follows: (1) what is the attribution of English reading in junior middle school students? (2) what is the difference between the students and students in the attribution of English reading? (3) junior middle school The results of this study are as follows: (1) in the self evaluation of their reading level, 53.5% of the junior high school students think their English reading level is general, which indicates that most junior high school students lack confidence in reading their own English reading. As a result, most students tend to attribute English reading success to efforts, teachers and reading strategies are attributable to efforts, reading strategies and tasks. In general, the reading attribution of junior high school students is positive. But reading failure attributable to task difficulty is negative. (2) English students and students with learning difficulties are English to English. There are significant differences in the success and failure attribution of reading. In terms of success attribution, there are significant differences in hard work, luck, task difficulty and reading strategies. There are significant differences in efforts, luck, interest and reading strategies between learning poor students and eugenics. Poor students are more inclined to lower English reading scores than hard, lucky, interested and reading strategies. The achievement difference is attributable to the effort, the interest and the reading strategy are positive attribution, but the poor reading achievement is attributable to the negative attribution. (3) there is a significant correlation between English reading attribution and reading achievement of junior high school students. In the attribution of defeat, there is a positive correlation between the effort factors and the significance of English reading achievement. For the students with difficulties in learning, the reading strategies are positively related to the significance of the English reading achievement. In the attribution of failure, the difficulty of the task is positively related to the significance of the English reading achievement. The Enlightenment of this study on English teaching is that (1) teachers should pay attention to the training and stimulation of the English language teaching. (2) teachers should pay attention to the guidance of learning methods and teach students the way to read science. (3) (3) teachers should strive to create a good learning environment for students and help them improve their English reading performance. (4) teachers should actively understand the attribution tendency of students with difficulties in learning. There are many shortcomings in this study, such as the lack of large samples, the means used to obtain data and the difficulty of avoiding subjectivity and the limitations of the level of the researchers. The relevant conclusions are still to be further verified and improved.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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