高中生英语词汇学习自我调节能力的调查研究

发布时间：2018-04-21 04:04

本文选题：自我调节 + 英语词汇学习　；参考：《江西师范大学》2017年硕士论文

【摘要】：自我调节,由于其在内容上比学习策略更加广泛,不仅仅注重认知策略的使用,而且关注元认知策略和动机因素。它在20世纪90年代受到越来越多的关注。自我调节学习者指的那些为了实现既定的学习目标,积极主动地参与到学习活动中的人。高中新课程标准鼓励学生主动学习和积极参与到学习活动中及鼓励学生对自己的学习负责。并且由于英语词汇作为听说读写的基础,在英语中起着非常重要的作用,因此研究并提升高中生在词汇学习方面自我调节水平是非常具有意义的。尽管很多研究在普通教育领域和其他领域中进行了关于自我调节的调查研究,但是对英语学习中自我调节的研究却很少,尤其是英语词汇学习方面的研究。为了填补这方面的研究空白,本文试图研究高中生英语词汇学习方面的自我调节水平,旨在探讨以下话题:(1)高中生英语词汇自我调节情况是怎么样的?(2)男生女生之间词汇自我调节的差别是什么?(3)高水平英语学习者和低水平英语学习者词汇自我调节的差别是什么?(4)高中生词汇自我调节与词汇量之间是相关的吗?本研究的被试是南昌市某重点高中的192名学生,其中104名男生和88名女生。研究工具包括问卷调查,该问卷是基于Pintrich等人设计的MSLQ问卷和Tseng等人设计的SRCvoc问卷基础上并根据该校学生实际情况进行改编设计的,词汇量测试,英语期中测试卷及半结构式访谈,并采用SPSS17.0对问卷,词汇量测试以及期中考试成绩进行了描述性分析、独立样本T检验以及皮尔森相关分析,并采取半结构化访谈方式以便更好地了解和分析学生对自己在词汇自我调节方面的看法。研究结果如下:1)高中生整体有中度词汇自我调节水平。词汇自我调节水平六要素中,高中生的任务价值最高,自我效能感最低。2)男生女生整体词汇自我调节水平存在显著性差异。词汇自我调节六要素中,男女学生在时间和环境控制差异最大,在自我效能感差异最小。3)高水平英语学习者与低水平英语学习者整体词汇自我调节水平存在显著性差异。词汇自我调节六要素中,高水平英语学习者和低水平英语学习者在时间和环境控制差异最大,而在责任控制要素中没有差异。4)高中生英语词汇自我调节水平与学生词汇量存在积极正相关。词汇自我调节六要素中,厌烦控制和词汇量相关性最高,责任控制和词汇量相关性最低。基于本研究的分析结果,作者针对提高高中生英语词汇自我调节水平提出了一些建议,同时也指出了论文的局限性。
[Abstract]:Since self-regulation is more extensive than learning strategies in content, it not only pays attention to the use of cognitive strategies, but also pays attention to metacognitive strategies and motivational factors. It received more and more attention in the 1990 s. Self-regulated learners refer to those who actively participate in learning activities in order to achieve established learning goals. High school curriculum standards encourage students to actively learn and participate in learning activities and encourage students to be responsible for their own learning. Since English vocabulary, as the basis of listening, speaking, reading and writing, plays a very important role in English, it is of great significance to study and improve the self-regulation level of senior high school students in vocabulary learning. Although many researches have been carried out on self-regulation in general education and other fields, there are few studies on self-regulation in English learning, especially in English vocabulary learning. In order to fill the gaps in this field, this paper attempts to study the self-regulating level of high school students' English vocabulary learning. This paper aims to explore the following topic: (1) how is the self-regulation of high school students' English vocabulary? (2) what is the difference of vocabulary self-regulation between boys and girls? (3) Vocabulary self-regulation of high and low level English learners Is there a correlation between vocabulary self-regulation and vocabulary size in high school students? The subjects in this study were 192 students from a key high school in Nanchang, including 104 boys and 88 girls. The research tools include questionnaire, which is based on MSLQ questionnaire designed by Pintrich et al and SRCvoc questionnaire designed by Tseng et al. SPSS17.0 was used to analyze the questionnaire, vocabulary test and midterm test scores, independent sample T test and Pearson correlation analysis. Semi-structured interviews are used to better understand and analyze students' views on vocabulary self-regulation. The results are as follows: 1) High school students as a whole have moderate lexical self-regulation level. Among the six factors of lexical self-regulation, high school students have the highest task value and the lowest self-efficacy. 2) there are significant differences in the overall vocabulary self-regulation level of boys and girls. Among the six elements of lexical self-regulation, male and female students have the biggest difference in time and environment control, and the lowest difference in self-efficacy. 3) there are significant differences in overall vocabulary self-regulation between high-level English learners and low-proficiency English learners. Among the six elements of lexical self-regulation, the difference of time and environment control between high level English learners and low level English learners is the greatest. However, there is no difference in the elements of responsibility control. 4) there is a positive correlation between the level of English vocabulary self-regulation and the students' vocabulary size. Among the six elements of lexical self-regulation, boredom control has the highest correlation with vocabulary size, while responsibility control has the lowest correlation with vocabulary size. Based on the results of this study, the author puts forward some suggestions to improve the English vocabulary self-regulation of senior high school students, and also points out the limitations of the thesis.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】