近來,隨著英語(yǔ)關(guān)注度的提升,影響英語(yǔ)學(xué)習(xí)的兩大內(nèi)部因素——英語(yǔ)學(xué)習(xí)自我概念和英語(yǔ)自主學(xué)習(xí)能力,也成為很多研究的主題。但是很少有學(xué)者將二者聯(lián)系起來研究�；趥�(gè)體的對(duì)某件事物的看法可能會(huì)對(duì)其行為產(chǎn)生影響的假設(shè),本研究旨在研究高中生英語(yǔ)自我概念的現(xiàn)狀以及高中生自主學(xué)習(xí)能力的現(xiàn)狀,從而揭示二者之間的聯(lián)系。本研究采用定量研究和定性研究相結(jié)合的研究方法。定量研究隨機(jī)選取了昆明市一所高中共305名學(xué)生展開了問卷調(diào)查。問卷內(nèi)容包括高中生自我概念調(diào)查量表以及高中生英語(yǔ)自主學(xué)習(xí)能力調(diào)查量表兩部分。定性研究就問卷調(diào)查305名被試中的18名進(jìn)行了半結(jié)構(gòu)化訪談。在對(duì)問卷和訪談數(shù)據(jù)進(jìn)行了細(xì)致地分析之后,本研究表明,首先,高中生英語(yǔ)學(xué)習(xí)自我概念和英語(yǔ)自主學(xué)習(xí)能力都處于一個(gè)相對(duì)低的水平。而且,高中生英語(yǔ)學(xué)習(xí)自我概念和英語(yǔ)自主學(xué)習(xí)能力之間存在顯著地中等程度正相關(guān)關(guān)系。更確切地說,積極英語(yǔ)自我概念的建立有助于高中生英語(yǔ)自主學(xué)習(xí)能力的提升而英語(yǔ)自主學(xué)習(xí)能的提升也有助于積極英語(yǔ)自我概念的建立�；谝陨涎芯拷Y(jié)果,本研究提出了一些有用建議以幫助高中生培養(yǎng)積極英語(yǔ)學(xué)習(xí)自我概念以及英語(yǔ)自主學(xué)習(xí)能力,這將使老師和學(xué)生受益。本研究的結(jié)果...

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 Significance of the study
    1.4 Outline of the thesis
Chapter 2 Literature Review
    2.1 Self-concept
        2.1.1 Definition of self-concept
        2.1.2 Structure and measurement of self-concept
        2.1.3 Studies on English learning self-concept abroad
        2.1.4 Studies on English learning self-concept at home
    2.2 Autonomous English learning
        2.2.1 Definition of autonomous learning
        2.2.2 Previous research about autonomous English learning abroad
        2.2.3 Previous research about autonomous English learning at home
    2.3 The correlation study between English learning self-concept and autonomouslearning ability
    2.4 Summary
Chapter 3 Methodology
    3.1 Research questions
    3.2 Research methods
    3.3 Research participants
    3.4 Instruments
        3.4.1 Questionnaire of English learning self-concept
        3.4.2 Questionnaire of autonomous English learning ability
        3.4.3 Semi-structured interview
    3.5 Research procedures
    3.6 Data collection and analysis
Chapter 4 Results and Discussion
    4.1 Results and discussion of English learning self-concept
        4.1.1 The current situation of English learning self-concept
        4.1.2 The differences of English learning self-concept based on gender, ethnic groupand residential place
        4.1.3 The differences of English learning self-concept based on grade
        4.1.4 The correlation between English learning self-concept and Englishachievements
    4.2 Results and discussion of autonomous English learning ability
        4.2.1 The current situation of autonomous English learning ability
        4.2.2 The differences of autonomous English learning ability based on gender, ethnicgroup and residential paces
        4.2.3 The differences of autonomous English learning ability based on grade
        4.2.4 The differences of autonomous English learning ability based on Englishacademic achievements
    4.3 The correlation between English learning self-concept and autonomouslearning ability
    4.4 Summary
Chapter 5 Conclusion
    5.1 Major findings of the study
        5.1.1 The current situation of English learning self-concept
        5.1.2 The current situation of autonomous English learning ability
        5.1.3 The correlation between English learning self-concept and autonomouslearning ability
    5.2 Implications of the study
        5.2.1 Ways to improve autonomous English learning ability
        5.2.2 Ways to build positive English learning self-concept
    5.3 Limitations of the study
    5.4 Suggestions for the future research
References
Appendix A
Appendix B
Publication



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