課堂表現(xiàn)的性別差異和英語(yǔ)學(xué)習(xí)成績(jī)的相關(guān)研究
發(fā)布時(shí)間：2018-09-09 13:18
【摘要】： 語(yǔ)言和性別是人類(lèi)古老而永恒的話題，性別對(duì)語(yǔ)言使用所產(chǎn)生的影響是非常深遠(yuǎn)的。真正科學(xué)意義上的、系統(tǒng)的語(yǔ)言性別研究得到迅速發(fā)展是在20世紀(jì)70年代R．Lakoff出版《語(yǔ)言與婦女地位》一書(shū)后。迄今為止，對(duì)語(yǔ)言性別差異的研究已涉及到社會(huì)語(yǔ)言學(xué)、心理學(xué)、認(rèn)知科學(xué)、應(yīng)用語(yǔ)言學(xué)等各個(gè)領(lǐng)域。然而，大部分關(guān)于語(yǔ)言和性別的研究都集中在以英語(yǔ)為母語(yǔ)的西方國(guó)家，而且日常會(huì)話、工作時(shí)的交談、家庭成員之間的對(duì)話是研究的重點(diǎn)，研究?jī)?nèi)容多偏重于社會(huì)語(yǔ)言學(xué)。 國(guó)內(nèi)外學(xué)者對(duì)英語(yǔ)學(xué)習(xí)中的性別差異已有研究，他們對(duì)男女學(xué)生的英語(yǔ)學(xué)習(xí)策略，學(xué)習(xí)風(fēng)格等方面的性別差異進(jìn)行了研究。研究結(jié)果表明，雖然有的時(shí)候在應(yīng)用某些特別的學(xué)習(xí)策略方面，男生比女生會(huì)更多的應(yīng)用這些策略，，但是女生比男生會(huì)應(yīng)用更多的學(xué)習(xí)策略，并能更有效的應(yīng)用這些學(xué)習(xí)策略。(Erhman and Oxford，1989；Nyikos，1990；Oxford，1994)然而，外學(xué)者們對(duì)課堂過(guò)程本身未能給予足夠的關(guān)注，很少人對(duì)英語(yǔ)課堂中的男女生所表現(xiàn)出來(lái)的性別差異進(jìn)行研究，更談不上應(yīng)用論述該研究對(duì)英語(yǔ)教學(xué)的指導(dǎo)意義。但事實(shí)上，作為英語(yǔ)課堂教學(xué)中的一個(gè)變量，性別差異是不能被忽視的。本文對(duì)藝術(shù)學(xué)院的男女專(zhuān)科學(xué)生在英語(yǔ)課堂上所表現(xiàn)的性別差異進(jìn)行了系統(tǒng)的研究，并分析了這些課堂表現(xiàn)和學(xué)生英語(yǔ)成績(jī)之間的關(guān)系。 本研究主要采用Elisabeth Hayes(1992：377)所設(shè)計(jì)的課堂表現(xiàn)調(diào)查問(wèn)卷為研究工具，選擇南昌工程學(xué)院2005級(jí)的藝術(shù)學(xué)院廣告設(shè)計(jì)班和環(huán)境藝術(shù)設(shè)計(jì)班的88個(gè)專(zhuān)科班的學(xué)生為受驗(yàn)對(duì)象，并應(yīng)用SPSS 13．0(Statistical Package for Social Sciences 13．0)統(tǒng)計(jì)軟件對(duì)分別對(duì)他們的課堂表現(xiàn)作了獨(dú)立樣本T檢驗(yàn)，隨后又對(duì)分別對(duì)男女受驗(yàn)對(duì)象的課堂表現(xiàn)和其英語(yǔ)學(xué)習(xí)成績(jī)作了皮爾遜相關(guān)分析，逐步多元回歸分析等定量分析。研究結(jié)果表明：廣告設(shè)計(jì)班的男女受驗(yàn)對(duì)象在課堂表現(xiàn)的7個(gè)方面中的“學(xué)習(xí)取向”和“尋求幫助”上存在著統(tǒng)計(jì)上的顯著性差異；女生的“學(xué)習(xí)取向”和英語(yǔ)學(xué)習(xí)成績(jī)有統(tǒng)計(jì)上的相關(guān)性，男生在“學(xué)習(xí)取向”、“尋求幫助”和“自信”這三個(gè)方面和其英語(yǔ)學(xué)習(xí)成績(jī)有統(tǒng)計(jì)上的相關(guān)性。環(huán)境藝術(shù)設(shè)計(jì)班的男女受驗(yàn)對(duì)象在“口頭參與”、“學(xué)習(xí)取向”、“尋求幫助”和“自信”上有統(tǒng)計(jì)上的顯著性差異；女生的“學(xué)習(xí)取向”以及“自我表露”和她們的英語(yǔ)學(xué)習(xí)成績(jī)有統(tǒng)計(jì)上的相關(guān)性，男生在“學(xué)習(xí)取向”和“尋求幫助”方面和其英語(yǔ)學(xué)習(xí)成績(jī)有統(tǒng)計(jì)上的相關(guān)性。其中，“學(xué)習(xí)取向”、“尋求幫助”、“自我表露”這些因素對(duì)男女學(xué)生的英語(yǔ)成績(jī)有預(yù)測(cè)作用。最后，作者討論了本研究對(duì)于英語(yǔ)教學(xué)的啟示，并提出了一些現(xiàn)實(shí)可行的教學(xué)方法。
[Abstract]:Language and gender are ancient and eternal topics of human beings, and the influence of gender on language use is very profound. In the true scientific sense, the systematic study of language gender developed rapidly after the publication of language and the status of Women by R.Lakoff in the 1970s. So far, the study of gender differences in language has been involved in sociolinguistics, psychology, cognitive science, applied linguistics and other fields. However, most of the studies on language and gender are focused on the native English speaking countries, and their daily conversation, conversation at work and dialogue among family members are the focus of the study, and the content of the research is mainly focused on sociolinguistics. Scholars at home and abroad have studied the gender differences in English learning. They have studied the gender differences in English learning strategies and learning styles of male and female students. The results show that while boys sometimes use more of these strategies than girls, girls use more than boys. However, foreign scholars do not pay enough attention to the classroom process itself, and few study the gender difference between male and female students in English classroom. Not to mention the practical significance of this study in English teaching. But in fact, as a variable in English classroom teaching, gender differences can not be ignored. This paper makes a systematic study of the gender differences between male and female college students in English classes and analyzes the relationship between the performance of these students and their English achievements. This research mainly uses the classroom performance questionnaire designed by Elisabeth Hayes (1992: 377 as the research tool, and selects the students of the advertising design class and the environmental art design class of Nanchang University of Engineering 2005 as the subjects. SPSS 13.0 (Statistical Package for Social Sciences 13.0) was used to analyze the classroom performance of male and female subjects and Pearson correlation analysis of their English learning achievement. Stepwise multiple regression analysis and other quantitative analysis. The results show that there are statistically significant differences in "learning orientation" and "seeking help" between male and female subjects in advertising design class in seven aspects of classroom performance; Girls'"learning orientation" has statistical correlation with their English learning achievement, while boys'"learning orientation", "seeking help" and "self-confidence" have statistical correlation with their English learning achievement. There were statistically significant differences between male and female subjects in "oral participation", "learning orientation", "seeking help" and "self-confidence". Girls'"learning orientation" and "self-disclosure" have statistical correlation with their English learning achievement, while boys'"learning orientation" and "seeking help" have statistical correlation with their English learning achievement. Among them, "learning orientation", "seeking help" and "self-disclosure" can predict the English achievement of male and female students. Finally, the author discusses the implications of this study for English teaching and puts forward some practical and feasible teaching methods.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：H319
本文編號(hào)：2232492
[Abstract]:Language and gender are ancient and eternal topics of human beings, and the influence of gender on language use is very profound. In the true scientific sense, the systematic study of language gender developed rapidly after the publication of language and the status of Women by R.Lakoff in the 1970s. So far, the study of gender differences in language has been involved in sociolinguistics, psychology, cognitive science, applied linguistics and other fields. However, most of the studies on language and gender are focused on the native English speaking countries, and their daily conversation, conversation at work and dialogue among family members are the focus of the study, and the content of the research is mainly focused on sociolinguistics. Scholars at home and abroad have studied the gender differences in English learning. They have studied the gender differences in English learning strategies and learning styles of male and female students. The results show that while boys sometimes use more of these strategies than girls, girls use more than boys. However, foreign scholars do not pay enough attention to the classroom process itself, and few study the gender difference between male and female students in English classroom. Not to mention the practical significance of this study in English teaching. But in fact, as a variable in English classroom teaching, gender differences can not be ignored. This paper makes a systematic study of the gender differences between male and female college students in English classes and analyzes the relationship between the performance of these students and their English achievements. This research mainly uses the classroom performance questionnaire designed by Elisabeth Hayes (1992: 377 as the research tool, and selects the students of the advertising design class and the environmental art design class of Nanchang University of Engineering 2005 as the subjects. SPSS 13.0 (Statistical Package for Social Sciences 13.0) was used to analyze the classroom performance of male and female subjects and Pearson correlation analysis of their English learning achievement. Stepwise multiple regression analysis and other quantitative analysis. The results show that there are statistically significant differences in "learning orientation" and "seeking help" between male and female subjects in advertising design class in seven aspects of classroom performance; Girls'"learning orientation" has statistical correlation with their English learning achievement, while boys'"learning orientation", "seeking help" and "self-confidence" have statistical correlation with their English learning achievement. There were statistically significant differences between male and female subjects in "oral participation", "learning orientation", "seeking help" and "self-confidence". Girls'"learning orientation" and "self-disclosure" have statistical correlation with their English learning achievement, while boys'"learning orientation" and "seeking help" have statistical correlation with their English learning achievement. Among them, "learning orientation", "seeking help" and "self-disclosure" can predict the English achievement of male and female students. Finally, the author discusses the implications of this study for English teaching and puts forward some practical and feasible teaching methods.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：H319
【引證文獻(xiàn)】
相關(guān)博士學(xué)位論文 前1條
1 田寶宏;學(xué)齡人口變動(dòng)對(duì)基礎(chǔ)教育發(fā)展的影響研究[D];西南大學(xué);2008年
本文編號(hào)：2232492
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