哈萨克族和汉族高中学生英语自我效能调查研究

发布时间：2018-02-24 09:17

本文关键词： 英语自我效能影响因素哈萨克族学生汉族学生　出处：《伊犁师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：自我效能感(Bandura,1977)是个体对自己能力的判断和评价。很多L2习得研究表明英语学习自我效能感和英语学习水平呈显著正相关,是一项重要的预测变量。本研究基于自我效能感理论,以新疆某高级中学的民考汉哈萨克族学生(117人)和汉族学生(216人)作为随机调查对象,采取定量与定性相结合的研究设计,使用问卷和访谈工具,对其进行了英语学习自我效能感及其影响因素的调查,此次调查围绕以下三个研究问题进行:(1)在同样学习环境下哈萨克族和汉族高中学生的整体英语自我效能如何?(2)由于性别、生源地(城镇和农村)、年级和英语成绩的不同,哈萨克族学生和汉族学生的英语自我效能是否存在差异?(3)影响哈萨克族和汉族高中学生英语自我效能感的因素有哪些?有何差异?对自我效能感的调查研究发现:1)将哈萨克族和汉族学生作为整体,其英语自我效能感处于一般水平。将哈萨克族和汉族学生的英语自我效能感作均值比较,哈萨克族学生在英语自我效能感及其维度上得分比汉族学生要高。通过相关分析发现,哈萨克族和汉族学生这两个不同群体与他们的英语自我效能感相关性显著。2)通过对不同性别、生源地(城镇和农村)、年级以及不同英语成绩水平的哈萨克族和汉族学生的调查研究,发现哈萨克族和汉族学生的英语自我效能感均没有性别差异;在生源地方向上,哈萨克族城镇学生和农村学生在达成目标的信心维度上存在显著性差异;不同年级的哈萨克族学生和汉族学生在面对挫折的能力维度上体现出差异,哈族学生是随年级的递升,能力感在增强,而汉族学生则呈下降趋势;在英语成绩方面,显示成绩与自我效能感呈正相关。3)对影响因素的调查发现:a)哈族学生和汉族学生都认为言语规劝、替代经验、成功经验和情绪唤醒发挥着重要作用,这和Bandura(1986年)的所提出自我效能感影响因素相符合;但调查结果也显示,汉族学生和哈族学生都重视整体环境的影响,哈族学生更是将整体环境作为影响因素的第一位,而汉族学生大部分认为教师传递的自信影响是第一位的。b)与汉族学生相比,哈族学生认为个人自信心、学习策略、教材和多样化学习手段起着比汉族学生所认为的更重要的作用。结果显示哈萨克族和汉族学生英语自我效能程度都不是太高,需要教育者持续关注,同时由于他们之间存有差异,需要教育者在帮助他们提升英语自我效能的过程中关注这些差异,选择适当方式培养提升哈萨克族和汉族高中学生的英语自我效能感。
[Abstract]:Many L2 acquisition studies show that there is a significant positive correlation between English learning self-efficacy and English learning level, which is an important predictor variable. This study is based on the theory of self-efficacy. Taking 117 Kazakh students from a senior middle school in Xinjiang and 216 Han students as random subjects, the authors adopted a quantitative and qualitative research design, and used questionnaires and interview tools. A survey was conducted on their sense of English learning self-efficacy and its influencing factors. The survey focused on the following three research questions: 1) how about the overall English self-efficacy of Kazakh and Han high school students under the same learning environment? (2) are there differences in English self-efficacy between Kazakh and Han students due to gender, origin of students (urban and rural), grade and English achievement? What are the factors that affect the students' English self-efficacy in Kazakh and Han high schools? What's the difference? The investigation of self-efficacy found that the English self-efficacy of Kazakh and Han students as a whole was at the average level, and the average English self-efficacy of Kazakh and Han students was compared. The scores of Kazak students in English self-efficacy and their dimensions were higher than those of Han nationality students. Two different groups of Kazak and Han nationality students were significantly correlated with their English self-efficacy. The investigation and study of students of Kazakh nationality and Han nationality in different grades and in urban and rural areas showed that there was no gender difference in English self-efficacy between Kazakh and Han nationality students, and the students' English self-efficacy was upward in the students' source, and it was found that there was no significant difference in English self-efficacy between Kazakh and Han students. There were significant differences between Kazakh urban students and rural students in the dimension of confidence in achieving the goals, while Kazakh students and Han students in different grades showed differences in their ability to face setbacks. In English, the scores were positively correlated with self-efficacy. 3) A survey of influencing factors found that both Kazakh students and Han students thought that verbal persuasion was a substitute for experience. Successful experiences and emotional arousal play an important role, which is consistent with Bandura's (1986) self-efficacy factors, but the results also show that both Han and Kazakh students attach importance to the impact of the overall environment. Kazakh students regard the overall environment as the first factor, while the majority of Han students think that the influence of teachers' confidence is the first.) compared with the students of Han nationality, Kazakh students think that their personal self-confidence and learning strategies are the first. The results show that the students of Kazak and Han nationality do not have a high level of English self-efficacy, and need educators to pay more attention to it. At the same time, due to the differences between them, educators should pay attention to these differences in the process of helping them to improve their English self-efficacy, and choose appropriate ways to cultivate and enhance the students' sense of English self-efficacy of Kazakh and Han high school students.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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