網(wǎng)絡(luò)環(huán)境下大學(xué)生英語學(xué)習(xí)焦慮、自我效能感與學(xué)業(yè)成就的相關(guān)性研究
發(fā)布時間：2018-09-19 12:45
【摘要】：隨著外語教學(xué)從“以教師為中心”轉(zhuǎn)向“以學(xué)生為中心”,隨著人本主義心理學(xué)的興起與發(fā)展,研究者發(fā)現(xiàn)學(xué)習(xí)者的情感因素是影響外語學(xué)習(xí)效率的重要因素,而且這些因素之間密切相關(guān)。焦慮和自我效能感是其中影響較大的兩種情感因素,并分別被大量研究。然而,綜合幾十年的研究發(fā)現(xiàn),研究者對兩個因素之間相關(guān)性的研究成果并不多見,而對網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)焦慮、自我效能感與英語學(xué)業(yè)成就的相關(guān)性研究更是薄弱。教育部于2007年頒布了《大學(xué)英語課程教學(xué)要求》,促使外語教學(xué)的教學(xué)模式逐漸轉(zhuǎn)變?yōu)橐詫W(xué)生為主體的、以信息技術(shù)和網(wǎng)絡(luò)為輔助的自主學(xué)習(xí)。為進(jìn)一步了解情感因素對中國高校非英語專業(yè)大學(xué)生網(wǎng)絡(luò)英語自主學(xué)習(xí)的影響,本文以問卷調(diào)查和訪談為手段,考察了網(wǎng)絡(luò)環(huán)境下非英語專業(yè)大學(xué)生的英語學(xué)習(xí)焦慮和自我效能感的現(xiàn)狀,并進(jìn)一步研究了英語學(xué)習(xí)焦慮、自我效能感與英語學(xué)業(yè)成就之間的關(guān)系。本研究對西北農(nóng)林科技大學(xué)300名非英語專業(yè)本科生進(jìn)行了問卷調(diào)查,隨后對其中20名大學(xué)生進(jìn)行了訪談。調(diào)查問卷包括網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)焦慮量表(NELAS)和自我效能感量表(NELSES)兩部分。網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)焦慮量表(NELAS)采用由熊蘇春(2012)改編自外語課堂焦慮量表(Horwitz 1986)的一份量表,網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)自我效能感量表(NELSES)則是在謝幼如等(2011)的大學(xué)生網(wǎng)絡(luò)學(xué)習(xí)自我效能感量表的基礎(chǔ)上進(jìn)行修改而研制的。訪談作為本研究的輔助工具,主要針對問卷項目。研究結(jié)果表明:(1)網(wǎng)絡(luò)環(huán)境下非英語專業(yè)大學(xué)生的英語學(xué)習(xí)焦慮處于較低水平;大學(xué)生個體差異對焦慮有顯著影響,農(nóng)村學(xué)生的焦慮水平高于城鎮(zhèn)學(xué)生,中學(xué)無網(wǎng)絡(luò)學(xué)習(xí)經(jīng)驗學(xué)生的焦慮水平高于有網(wǎng)絡(luò)學(xué)習(xí)經(jīng)驗的,男生和女生的網(wǎng)絡(luò)英語學(xué)習(xí)焦慮水平無顯著差異;網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)焦慮與英語學(xué)業(yè)成績呈負(fù)相關(guān);(2)網(wǎng)絡(luò)環(huán)境下非英語專業(yè)大學(xué)生的英語學(xué)習(xí)自我效能感處于中上水平;大學(xué)生個體差異對自我效能感有顯著影響,城鎮(zhèn)學(xué)生的自我效能感水平高于農(nóng)村學(xué)生,中學(xué)有網(wǎng)絡(luò)學(xué)習(xí)經(jīng)驗學(xué)生的自我效能感水平高于中學(xué)無網(wǎng)絡(luò)學(xué)習(xí)經(jīng)驗的,男生和女生的網(wǎng)絡(luò)英語學(xué)習(xí)自我效能感水平無顯著差異;網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)自我效能感與英語學(xué)業(yè)成績呈正相關(guān);(3)網(wǎng)絡(luò)環(huán)境下非英語專業(yè)大學(xué)生的英語學(xué)習(xí)焦慮與自我效能感呈負(fù)相關(guān)。根據(jù)研究結(jié)果,本研究為減少網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)焦慮、提高自我效能感提出了五點建議:(1)建立良好的師生關(guān)系;(2)引導(dǎo)學(xué)生對成敗進(jìn)行正確歸因,制定合理的網(wǎng)絡(luò)英語學(xué)習(xí)目標(biāo);(3)運用合作學(xué)習(xí)方式;(4)構(gòu)建科學(xué)合理的網(wǎng)絡(luò)英語學(xué)習(xí)評估體系;(5)注重網(wǎng)絡(luò)英語學(xué)習(xí)策略的培養(yǎng)。
[Abstract]:With the change of foreign language teaching from "teacher-centered" to "student-centered" and the rise and development of humanistic psychology, researchers find that learners' affective factors are the important factors affecting the efficiency of foreign language learning. And these factors are closely related. Anxiety and self-efficacy are two kinds of affective factors, which have been studied. However, after several decades of research, it is found that the research results of the correlation between the two factors are rare, and the correlation between English learning anxiety, self-efficacy and English academic achievement is even weaker in the network environment. In 2007, the Ministry of Education promulgated the requirements for College English Curriculum, which made the teaching mode of foreign language teaching gradually change into student-oriented autonomous learning assisted by information technology and network. In order to further understand the influence of affective factors on the autonomous learning of online English among non-English major students in Chinese colleges and universities, this paper uses questionnaires and interviews as the means. This paper examines the current situation of English learning anxiety and self-efficacy of non-English majors in the network environment, and further studies the relationship between English learning anxiety, self-efficacy and English academic achievement. A questionnaire survey was conducted among 300 non-English major undergraduates in Northwest University of Agriculture and Forestry Science and Technology, and 20 of them were interviewed. The questionnaire consists of two parts: (NELAS) and (NELSES). The English Learning anxiety scale (NELAS) in the network environment was adapted from the Foreign language classroom anxiety scale (Horwitz 1986) by Xiong Suchun (2012). The English Learning Self-efficacy scale (NELSES) was developed on the basis of Xie Youru et al's (2011) online Learning Self-efficacy scale. As a supplementary tool of this study, interview is mainly aimed at questionnaire items. The results show that: (1) the anxiety of non-English majors is at a low level under the network environment, and the individual differences of college students have a significant effect on anxiety, and the anxiety level of rural students is higher than that of urban students. The anxiety level of middle school students without network learning experience is higher than that of students with network learning experience, and there is no significant difference between male and female students in online English learning anxiety level. There is a negative correlation between English learning anxiety and English academic achievement in network environment. (2) Non-English majors' self-efficacy of English learning is at the middle and upper level under the network environment, and individual differences have a significant impact on self-efficacy. The self-efficacy level of urban students is higher than that of rural students, the self-efficacy level of middle school students with network learning experience is higher than that of middle school students without network learning experience, there is no significant difference between boys and girls in online English learning self-efficacy level. There is a positive correlation between English learning self-efficacy and English academic achievement in network environment. (3) English learning anxiety and self-efficacy of non-English majors in network environment are negatively correlated. According to the results of the study, this study puts forward five suggestions to reduce English learning anxiety and improve self-efficacy in the network environment: (1) establishing a good teacher-student relationship; (2) guiding students to correctly attribute success or failure. (3) to use cooperative learning methods; (4) to construct a scientific and reasonable evaluation system of online English learning; (5) to pay attention to the cultivation of online English learning strategies.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319
[Abstract]:With the change of foreign language teaching from "teacher-centered" to "student-centered" and the rise and development of humanistic psychology, researchers find that learners' affective factors are the important factors affecting the efficiency of foreign language learning. And these factors are closely related. Anxiety and self-efficacy are two kinds of affective factors, which have been studied. However, after several decades of research, it is found that the research results of the correlation between the two factors are rare, and the correlation between English learning anxiety, self-efficacy and English academic achievement is even weaker in the network environment. In 2007, the Ministry of Education promulgated the requirements for College English Curriculum, which made the teaching mode of foreign language teaching gradually change into student-oriented autonomous learning assisted by information technology and network. In order to further understand the influence of affective factors on the autonomous learning of online English among non-English major students in Chinese colleges and universities, this paper uses questionnaires and interviews as the means. This paper examines the current situation of English learning anxiety and self-efficacy of non-English majors in the network environment, and further studies the relationship between English learning anxiety, self-efficacy and English academic achievement. A questionnaire survey was conducted among 300 non-English major undergraduates in Northwest University of Agriculture and Forestry Science and Technology, and 20 of them were interviewed. The questionnaire consists of two parts: (NELAS) and (NELSES). The English Learning anxiety scale (NELAS) in the network environment was adapted from the Foreign language classroom anxiety scale (Horwitz 1986) by Xiong Suchun (2012). The English Learning Self-efficacy scale (NELSES) was developed on the basis of Xie Youru et al's (2011) online Learning Self-efficacy scale. As a supplementary tool of this study, interview is mainly aimed at questionnaire items. The results show that: (1) the anxiety of non-English majors is at a low level under the network environment, and the individual differences of college students have a significant effect on anxiety, and the anxiety level of rural students is higher than that of urban students. The anxiety level of middle school students without network learning experience is higher than that of students with network learning experience, and there is no significant difference between male and female students in online English learning anxiety level. There is a negative correlation between English learning anxiety and English academic achievement in network environment. (2) Non-English majors' self-efficacy of English learning is at the middle and upper level under the network environment, and individual differences have a significant impact on self-efficacy. The self-efficacy level of urban students is higher than that of rural students, the self-efficacy level of middle school students with network learning experience is higher than that of middle school students without network learning experience, there is no significant difference between boys and girls in online English learning self-efficacy level. There is a positive correlation between English learning self-efficacy and English academic achievement in network environment. (3) English learning anxiety and self-efficacy of non-English majors in network environment are negatively correlated. According to the results of the study, this study puts forward five suggestions to reduce English learning anxiety and improve self-efficacy in the network environment: (1) establishing a good teacher-student relationship; (2) guiding students to correctly attribute success or failure. (3) to use cooperative learning methods; (4) to construct a scientific and reasonable evaluation system of online English learning; (5) to pay attention to the cultivation of online English learning strategies.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319
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