本文選題：英語自我概念 + 英語口語策略的使用　； 參考：《廣西師范大學》2017年碩士論文

【摘要】：積極的英語自我概念會增強學生英語學習的自信心,提高英語成績。高效的英語口語策略的使用,有利于提高學生的口語水平。因此,探尋學生英語自我概念與英語口語策略的關系,能為高中英語教學提供更有效的建議。筆者通過綜述國內外學者的研究,基于建構主義、人文主義和社會互動理論,運用問卷調查和訪談,對柳州高級中學283名高一學生的英語自我概念和口語策略·的使用情況進行了深入研究。英語自我概念的問卷包含總體學習、總體英語、英語口語和英語發(fā)音4個維度。英語口語策略的問卷包含記憶策略、認知策略、補償策略、元認知策略、情感策略和社交策略6個維度。本研究旨在探討以下三個問題:(1)高一學生英語自我概念的情況如何?(2)高一學生英語口語策略的使用情況如何?(3)高一學生英語自我概念和英語口語策略的使用存在怎樣的關系?研究表明:(1)高一學生總體英語、口語和發(fā)音自我概念均處于中等水平,其中總體英語自我概念好于口語和發(fā)音自我概念。(2)總體學習自我概念與其他三者不存在顯著關系。(3)高-一學生英語口語策略的運用水平不高,相比而言社交策略用得多。(4)通過皮爾森相關系數分析發(fā)現英語自我概念與英語口語策略的使用具有相關性。(5)在英語自我概念和英語口語策略的使用的24組相關性關系中,總體英語自我概念與元認知、情感和社交策略,口語自我概念與元認知和情感策略,發(fā)音自我概念與元認知和情感策略的使用相關性最高。基于此研究,筆者針對英語自我概念和英語口語策略的使用之間相關性最強的七組關系,對教與學提出建議。另外,筆者在實驗和調查的過程中,得到了啟示,發(fā)現了不足,提出了后續(xù)相關研究的建議。
[Abstract]:Positive English self-concept will enhance students' self-confidence in English learning and improve their English achievement. Efficient use of oral English strategies will help students improve their oral English proficiency. Therefore, exploring the relationship between students' English self-concept and oral English strategies can provide more effective suggestions for senior high school English teaching. Based on the theories of constructivism, humanism and social interaction, the author makes use of questionnaires and interviews. This paper studies the use of English self-concept and oral strategies among 283 senior high school students in Liuzhou High School. The English self-concept questionnaire includes four dimensions: general learning, general English, spoken English and English pronunciation. The questionnaire includes memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy. The purpose of this study is to explore the following three questions: (1) what is the situation of English self-concept in Senior one students? (2) what is the use of oral English strategies for Senior one students? (3) what is the relationship between English self-concept and oral English strategy use in Senior one students? The results show that: (1) the overall English, spoken English and pronunciation self-concept of senior one students are at the medium level. Among them, the overall English self-concept is better than the oral and phonetic self-concept. (2) there is no significant relationship between the overall learning self-concept and the other three. (4) through Pearson correlation coefficient analysis, we found that English self-concept has a correlation with the use of spoken English strategies. (5) in 24 groups of correlations between English self-concept and spoken English strategy use, Overall English self-concept and metacognition, affective and social strategies, oral self-concept and metacognitive and affective strategies, pronunciation self-concept and metacognitive and affective strategies have the highest correlation. Based on this study, the author puts forward some suggestions on teaching and learning in the light of the seven groups of relationships between English self-concept and the use of spoken English strategies. In addition, in the course of experiment and investigation, the author has obtained enlightenment, found the insufficiency, and put forward the suggestion of the follow-up related research.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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