發(fā)布時(shí)間：2018-05-16 02:39

  本文選題：內(nèi)初班 + 學(xué)習(xí)行為�。� 參考：《石河子大學(xué)》2017年碩士論文

【摘要】：對(duì)新疆少數(shù)民族英語(yǔ)學(xué)習(xí)者來(lái)說(shuō),大都經(jīng)歷了從母語(yǔ)到漢語(yǔ)再到英語(yǔ)學(xué)習(xí)的過(guò)程。由于獨(dú)特的地緣環(huán)境衍生了獨(dú)特的文化環(huán)境和語(yǔ)言學(xué)習(xí)環(huán)境,新疆少數(shù)民族英語(yǔ)學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)具有區(qū)別性的特點(diǎn)。然而在我國(guó)的英語(yǔ)習(xí)得研究領(lǐng)域,研究者更多關(guān)注漢族學(xué)生的英語(yǔ)學(xué)習(xí)研究,少數(shù)民族學(xué)生的語(yǔ)言學(xué)習(xí)特征,尤其是新疆維吾爾族英語(yǔ)學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)研究被邊緣化。在目前少量針對(duì)少數(shù)民族語(yǔ)言學(xué)習(xí)的研究中,語(yǔ)際影響——母語(yǔ)及漢語(yǔ)對(duì)其英語(yǔ)學(xué)習(xí)的影響成為研究的重點(diǎn),學(xué)習(xí)者自身的語(yǔ)言學(xué)習(xí)特征及教師教學(xué)對(duì)學(xué)習(xí)者語(yǔ)言學(xué)習(xí)的影響卻鮮有涉及,這種態(tài)勢(shì)對(duì)新疆少數(shù)民族英語(yǔ)教育勢(shì)必產(chǎn)生消極影響。同時(shí)由于我國(guó)英語(yǔ)教育屬于正式的課堂教學(xué),研究課堂教學(xué)中學(xué)習(xí)者學(xué)習(xí)特點(diǎn)對(duì)于提升語(yǔ)言教育質(zhì)量是必要的。學(xué)生的課堂行為,尤其是語(yǔ)言學(xué)習(xí)行為是反映其學(xué)習(xí)規(guī)律和成果的重要途徑。因此,本研究將對(duì)新疆少數(shù)民族中學(xué)生英語(yǔ)學(xué)習(xí)行為的總體模式進(jìn)行深入系統(tǒng)的研究,進(jìn)一步討論教師教學(xué)對(duì)其學(xué)習(xí)行為的影響,從而提升我國(guó)少數(shù)民族地區(qū)的英語(yǔ)教學(xué)水平。本文以新疆石河子市第十中學(xué)的14個(gè)內(nèi)初班學(xué)生為研究對(duì)象,采用課堂觀察法,對(duì)課堂教學(xué)錄像進(jìn)行語(yǔ)料轉(zhuǎn)寫,旨在探究少數(shù)民族中學(xué)生英語(yǔ)學(xué)習(xí)行為的特征以及其影響因素,具體研究以下三個(gè)問(wèn)題:1)新疆維吾爾族中學(xué)生英語(yǔ)學(xué)習(xí)行為的總體模式是什么?2)教師的活動(dòng)設(shè)計(jì)對(duì)于維吾爾族中學(xué)生學(xué)習(xí)行為產(chǎn)生了什么影響?3)教師的提問(wèn)對(duì)維吾爾族中學(xué)生學(xué)習(xí)行為產(chǎn)生了什么影響?為了探究以上問(wèn)題,筆者將學(xué)習(xí)行為分為過(guò)程性行為和結(jié)果性行為。過(guò)程性行為包含以下三種特征:回答模式、回答主觀性和回答控制性;結(jié)果性行為包括學(xué)生回答的信息量和回答的功能性。本研究通過(guò)數(shù)據(jù)處理和分析發(fā)現(xiàn):1)研究對(duì)象英語(yǔ)學(xué)習(xí)行為的整體模式表現(xiàn)為:在回答模式上以個(gè)體為主,全體和小組回答為輔;在回答主觀性上,以主動(dòng)回答為主,被動(dòng)回答為輔;在回答的控制性上,以外控為主,內(nèi)生為輔;在信息量上,以等量回答為主,不滿意回答為輔;在功能性上,以表達(dá)功能為主,以回應(yīng)、確認(rèn)和修正功能為輔。2)教師的課堂教學(xué)活動(dòng)設(shè)計(jì)類型對(duì)研究對(duì)象的學(xué)習(xí)行為產(chǎn)生了影響。生生互動(dòng)模式有助于學(xué)生的語(yǔ)言輸出,但是其學(xué)生回答詞長(zhǎng)未與師生互動(dòng)詞長(zhǎng)未形成顯著性差異。(p=0.342)。意義性活動(dòng)同樣有助于學(xué)生的語(yǔ)言輸出,且與機(jī)械性活動(dòng)中學(xué)生的語(yǔ)言呈顯著性差異(p=0.024)。3)教師的提問(wèn)類型對(duì)研究對(duì)象學(xué)習(xí)行為在語(yǔ)言使用量上的表現(xiàn)產(chǎn)生著影響。在詞或詞組和簡(jiǎn)單句兩個(gè)水平上,學(xué)生對(duì)封閉性問(wèn)題回答的詞長(zhǎng)顯著長(zhǎng)于開(kāi)放性問(wèn)題的回答(p=0.000)。在段落和復(fù)雜句水平上,兩者沒(méi)有明顯差別(p=0.158)。基于上述研究發(fā)現(xiàn),本文提出三個(gè)維度的建議:第一,在認(rèn)知學(xué)生方面,教師需要了解維吾爾族中學(xué)生語(yǔ)言學(xué)習(xí)行為特征,針對(duì)其學(xué)習(xí)行為傾向性進(jìn)行教學(xué)設(shè)計(jì)和實(shí)踐,最大限度地激發(fā)其積極的語(yǔ)言學(xué)習(xí)行為,促進(jìn)其有效語(yǔ)言輸出。第二,在活動(dòng)設(shè)計(jì)方面,教師應(yīng)注重教學(xué)活動(dòng)的意義性和互動(dòng)性,科學(xué)選擇教學(xué)活動(dòng)內(nèi)容和互動(dòng)形式,精細(xì)化課堂組織以啟動(dòng)并維持學(xué)生學(xué)習(xí)。第三,在教師提問(wèn)方面,教師應(yīng)根據(jù)學(xué)生水平,科學(xué)處理封閉性和開(kāi)放性問(wèn)題的關(guān)系,選擇能夠滿足學(xué)生需求、適應(yīng)學(xué)生能力的問(wèn)題。
[Abstract]:For the Minority English learners in Xinjiang, most of the English learners have experienced the process from their mother tongue to the Chinese and then to the English learning. Because of the unique geographical environment, the unique cultural environment and language learning environment are derived, and the language learning of the Minority English learners in Xinjiang is distinctive. However, in the field of English acquisition and research in China, The researchers pay more attention to the study of the English learning of the Han students. The language learning characteristics of the minority students, especially the Uygur English learners in Xinjiang, are marginalized. In the present few studies on minority language learning, the interlingual influence - the influence of mother tongue and Chinese on their English learning The focus of the study is that the language learning characteristics of the learners themselves and the influence of teacher's teaching on the learners' language learning are rarely involved. This situation will have a negative impact on the English education of the minority nationalities in Xinjiang. The quality of education is necessary. The students' classroom behavior, especially the language learning behavior, is an important way to reflect their learning rules and achievements. Therefore, this study will make a thorough and systematic study of the overall mode of English learning behavior of the minority middle school students in Xinjiang, and further discuss the influence of teachers' teaching on their learning behavior, so as to further discuss the influence of teachers' teaching on their learning behavior. In order to improve the level of English Teaching in ethnic minority areas in China, this paper takes 14 first class students in the tenth middle school in Shihezi, Xinjiang as the research object, and uses the classroom observation method to carry out the transcripts of the classroom teaching video. The purpose of this study is to explore the characteristics of the English learning behavior of the minority middle school students and the influencing factors. The following three studies are made. Questions: 1) what is the overall model of the English learning behavior of the Uygur middle school students in Xinjiang? 2) what influence does the teacher's activity design have on the learning behavior of the Uygur middle school students? (3) what influence does the teacher's question have on the learning behavior of the Uygur middle school students? For the purpose of exploring the above problems, the author divides the study into a process Behavior and result sexual behavior. The process behavior includes the following three characteristics: answer pattern, answer subjectivity and answer control; result sexual behavior includes the amount of information and the function of the answer. This study finds out through data processing and analysis: 1) the overall pattern of the English learning behavior of the research object is in the answer pattern. To the individual, the whole and the group answer is supplemented; in the answer subjectivism, the active answer is the main, the passive answer is supplemented; in the control of the answer, the external control is the main, the internal life is supplemented; the amount of information, the equivalent answer is the main, the dissatisfied answer is supplemented; in the function, the function is mainly expressed as the function, the response, confirmation and correction function supplemented.2) The design types of teachers' classroom teaching activities have an impact on the study behavior of the subjects. The interactive mode of students' interaction can help the students' language output, but the students' answer length has not formed significant differences with the interaction words between teachers and students. (p=0.342) the meaning activities also help the students' language output and learn from the mechanical activities. The language of the students has a significant difference (p=0.024).3) the type of teacher's question has an influence on the performance of the study behavior in the language use. In the two levels of words or phrases and simple sentences, the length of the students' answer to the closed question is longer than the answer to the open question (p=0.000). In the paragraph and the complex sentence level, two There is no significant difference (p=0.158). Based on the above research, this paper puts forward three suggestions: first, in cognitive students, teachers need to understand the characteristics of language learning behavior of Uygur middle school students, and carry out teaching design and Practice on their learning behavior tendency to stimulate their positive language learning behavior to the maximum extent. The effective language output. Second, in the field of activity design, teachers should pay attention to the significance and interaction of teaching activities, select the content and form of interactive teaching activities scientifically, fine class organization to start and maintain students' learning. Third, teachers should take root according to students' level and scientifically deal with closed and open problems. The relationship between them is to choose the problems that can meet the needs of students and adapt to students' abilities.

【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王超;曹梅;;新疆高校英語(yǔ)課堂維吾爾族學(xué)生沉默現(xiàn)象探析[J];新疆職業(yè)大學(xué)學(xué)報(bào);2013年02期

2 李冬梅;李宇;楊樂(lè)華;;英語(yǔ)學(xué)習(xí)行為模式研究[J];長(zhǎng)治學(xué)院學(xué)報(bào);2011年06期

3 金衛(wèi)國(guó);;小學(xué)生課堂學(xué)習(xí)行為的管理研究[J];上海教育科研;2011年05期

4 曾華;寇福明;;新疆少數(shù)民族大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)探討[J];新疆職業(yè)大學(xué)學(xué)報(bào);2008年04期

5 陳曉蕓;;鞏固新疆雙語(yǔ)教育成果 探索少數(shù)民族英語(yǔ)教學(xué)[J];考試周刊;2008年31期

6 張紅;;新疆少數(shù)民族學(xué)生英語(yǔ)學(xué)習(xí)存在的問(wèn)題調(diào)查及對(duì)策[J];廣西民族大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2008年S1期

7 譚清;;雙語(yǔ)學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查與分析:以達(dá)斡爾族為例[J];民族教育研究;2008年01期

8 麥麗哈巴·奧蘭;;新疆少數(shù)民族大學(xué)生英語(yǔ)學(xué)習(xí)狀況研究[J];新疆大學(xué)學(xué)報(bào)(哲學(xué)人文社會(huì)科學(xué)版);2007年03期

9 魏梅;;新疆本科生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查[J];新疆大學(xué)學(xué)報(bào)(哲學(xué)人文社會(huì)科學(xué)版);2007年01期

10 胡青球,埃德·尼可森,陳煒;大學(xué)英語(yǔ)教師課堂提問(wèn)模式調(diào)查分析[J];外語(yǔ)界;2004年06期

相關(guān)博士學(xué)位論文 前2條

1 向葵花;中小學(xué)學(xué)生學(xué)習(xí)行為研究[D];華中師范大學(xué);2014年

2 王姣姣;實(shí)踐與反思：課堂教學(xué)行為研究[D];湖南師范大學(xué);2009年

相關(guān)碩士學(xué)位論文 前5條

1 陸怡;小學(xué)生語(yǔ)文閱讀過(guò)程中學(xué)習(xí)行為的研究[D];上海師范大學(xué);2013年

2 岳超楠;初中課堂教學(xué)行為分析與優(yōu)化策略研究[D];溫州大學(xué);2011年

3 張迪;小班教學(xué)中學(xué)生學(xué)習(xí)行為的研究[D];南京師范大學(xué);2011年

4 金阿寧;初中生學(xué)習(xí)行為研究[D];陜西師范大學(xué);2008年

5 王尚武;維吾爾族大學(xué)生英語(yǔ)錯(cuò)誤分析[D];西北師范大學(xué);2004年

，

本文編號(hào)：1895097