英語聽力是外語教學(xué)和學(xué)習(xí)過程中的重要組成部分,同時(shí)也是外語教學(xué)領(lǐng)域研究的重要課題。國內(nèi)外的一些研究表明,學(xué)生的英語學(xué)習(xí)自我效能感和學(xué)習(xí)策略具有一定的相關(guān)性,而且對學(xué)習(xí)成績有一定的影響。由于聽力理解過程是一個(gè)由多種要素共同作用的復(fù)雜過程,因而有必要將聽力自我效能感、學(xué)習(xí)策略和聽力成績?nèi)呦嘟Y(jié)合進(jìn)行研究。本研究旨在探討英語專業(yè)學(xué)生的聽力自我效能感、學(xué)習(xí)策略和聽力成績?nèi)咧g的關(guān)系,研究國內(nèi)英語專業(yè)大學(xué)生聽力自我效能感和學(xué)習(xí)策略對其聽力的影響以提高其聽力能力�；诼犃ψ晕倚芨泻蛯W(xué)習(xí)策略對聽力影響的重要性,本研究主要探討以下四個(gè)問題:1)英語專業(yè)學(xué)生聽力自我效能感和學(xué)習(xí)策略之間是否具有相關(guān)性?如果有,不同程度聽力自我效能感的學(xué)生在學(xué)習(xí)策略的使用上有何不同?2)英語專業(yè)學(xué)生聽力自我效能感和聽力成績之間是否具有相關(guān)性?如果有,是什么相關(guān)性?3)英語專業(yè)學(xué)生學(xué)習(xí)策略使用和聽力成績之間的相關(guān)性是什么?4)聽力自我效能感、學(xué)習(xí)策略哪一個(gè)與聽力成績的相關(guān)性更強(qiáng)?本研究將48名青島科技大學(xué)英語專業(yè)二年級學(xué)生作為研究對象,采用定量研究的方法,主要包括兩個(gè)調(diào)查問卷和一份聽力測試。調(diào)查問卷分別是聽力自我效能感調(diào)... 

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Overview of Self-efficacy
        2.1.1 Definition of Self-efficacy
        2.1.2 Sources of Self-efficacy
        2.1.3 Functions of Self-efficacy
    2.2 Overview of Learning Strategies
        2.2.1 Definition of Learning Strategies
        2.2.2 Classification of Learning Strategies
    2.3 Studies of Self-efficacy and Learning Strategies
        2.3.1 Studies of Self-efficacy and Academic Achievement
        2.3.2 Studies of Learning Strategies and Listening Strategies
        2.3.3 Studies of Self-efficacy and Learning Strategies
Chapter Three Research Design
    3.1 Objectives
    3.2 Research Questions
    3.3 Methodology
        3.3.1 Subjects
        3.3.2 Date Collection Instruments
        3.3.3 Procedures
Chapter Four Results and Discussion
    4.1 Overall Description of English Majors’ Listening Comprehension
        4.1.1 Listening Self-efficacy
        4.1.2 Listening Learning Strategies
        4.1.3 Listening Achievements
    4.2 Analysis of Listening Self-efficacy
        4.2.1 Correlation between Listening Self-efficacy and Listening Achievements
        4.2.2 The Differences in Listening Self-efficacy Based on Different ListeningAchievements
        4.2.3 Discussion
    4.3 Analysis of Listening Learning Strategies
        4.3.1 Correlation between Listening Learning Strategies and Listening Achievements
        4.3.2 The Differences in Listening Learning Strategies Based on Different ListeningAchievements
        4.3.3 Discussion
    4.4 Correlation Analysis among Listening Self-efficacy, Learning Strategies andListening Achievements
        4.4.1 Correlation between Listening Self-efficacy and Learning Strategies
        4.4.2 The Differences in Learning Strategies Based on Different Listening Self-efficacy
        4.4.3 Correlations among Listening Self-efficacy, Learning Strategies and ListeningAchievements
        4.4.4 Discussion
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Enhancing Students’ Listening Self-efficacy
        5.2.2 Cultivating Students’ Learning Strategies
        5.2.3 Connecting Students’ Listening Self-efficacy and Learning Strategies
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
Bibliography
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
Acknowledgements
攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文目錄



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