初中生性格、英语学习策略及学习成绩的相关性研究

发布时间：2018-05-27 02:36

本文选题：内外向 + 学习策略　；参考：《延安大学》2016年硕士论文

【摘要】：在二语习得领域,影响学习者差异的因素主要有:智力、性格、习得能力、语言学习策略、学习风格及学习态度等。在性格和学习策略这两大因素上,国内外研究者进行了各种研究,但性格与学习策略、学习成绩三者关系这一方面的研究还不太成熟,而且关于这方面的研究大多集中于高中生和高等院校学生。因此,对初中生的性格与英语学习策略及学习成绩关系进行研究就变得很有必要。本研究采用了新课标学习策略量表和艾森克性格问卷及期中考试成绩进行研究,研究对象为对延安实验中学的225名初中生;新课标问卷用于调查学生的英语学习策略使用情况,艾森克性格问卷用于调查学生的性格情况。数据使用SPSS17.0数据处理软件和Excel办公软件来分析。研究首先分析受试初中生的内外向性格及其运用的英语学习策略的情况及差异,然后探究了不同性格初中生的英语学习策略与学习成绩之间的相关性,研究结果表明:(1)初中生的性格特质主要分为三种:外向性、中间性、内向性。其中人数最多的是中间质的学生,其次是外向特质,内向特质学生最少。(2)外向、中间质和内向学生的英语学习策略的水平均为中等,外向学生策略使用水平高于中间质学生,中间质学生高于内向学生。在使用认知、调控、交际和资源策略上,三种性格特质学生均在资源策略的使用上频率最高;外向学生交际策略使用情况最不好,中间质和内向学生在调控策略的使用上最不好。不同性格特质的学生认知、调控和资源策略的水平存在显著性差异。(3)三种性格特质中,外向性格的学生英语成绩最好,其次是内向,最后是中间性格。但是三种性格的学生在英语成绩上不存在显著性差异。(4)三种性格特质与英语学习策略及学习成绩均不存在显著性相关性。在学习策略和学习成绩方面,中间性格特质的学生的英语学习策略水平与英语学习成绩存在显著性正相关,外向和内向学生的英语学习策略水平与学习成绩无显著性相关性。因此,在今后的教学中,教师应该注重学生英语学习策略的培养,并且在培养的时候注意考虑学生的性格差异,使学生在自我了解的基础上,根据老师的引导,提高英语学习的效率和能力。
[Abstract]:In the field of second language acquisition, the main factors affecting learners' differences are intelligence, personality, acquisition ability, language learning strategies, learning style and learning attitude. On the two major factors of personality and learning strategy, researchers at home and abroad have carried out various studies, but the relationship between personality, learning strategy and learning achievement is not very mature. And most of the research on this area is focused on high school students and college students. Therefore, it is necessary to study the relationship between junior high school students' personality and English learning strategies and academic achievements. The present study uses the New Curriculum Standard Learning Strategy scale, Eysenck Personality questionnaire and mid-term test scores to study 225 junior high school students in Yan'an Experimental Middle School, and the New Curriculum scale questionnaire is used to investigate the students' English learning strategies. The Eysenck Personality questionnaire was used to investigate students' personality. Data use SPSS17.0 data processing software and Excel office software to analyze. The study first analyzes the internal and external personality of the junior high school students and the differences in their English learning strategies, and then probes into the correlation between the English learning strategies and the learning achievement of the junior high school students with different personalities. The results show that the junior middle school students' personality traits are mainly divided into three types: extroversion, intermediation and introversion. Most of them were intermediate students, followed by extroverted students, introverted students with the least number of extroverts, intermediate and introverted students with average level of English learning strategies, and extroverted students had a higher level of strategy use than those of intermediate students. Intermediate students are higher than inward students. In the use of cognitive, regulatory, communicative and resource strategies, the students with three personality traits were the most frequent in the use of resource strategies, while extroverts had the worst use of communicative strategies. Intermediate and introverted students had the worst use of regulatory strategies. There are significant differences in cognitive, regulatory and resource strategies among students with different personality traits. Among the three personality traits, extroverted students have the best scores in English, followed by introversion and intermediate personality. However, there is no significant difference between the three personality traits and English learning strategies and academic achievements. In terms of learning strategies and academic achievements, the level of English learning strategies of students with intermediate personality traits was positively correlated with their English learning achievement, while that of extroverted and introverted students had no significant correlation with their academic achievement. Therefore, in the future teaching, teachers should pay attention to the cultivation of students' English learning strategies, and pay attention to taking into account the differences of students' personality in order to make the students understand themselves and guide them according to the teacher's guidance. Improve the efficiency and ability of English learning.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】