高一学生英语自我概念与英语口语策略使用的相关性研究

发布时间：2018-07-10 09:22

本文选题：英语自我概念 + 英语口语策略的使用　；参考：《广西师范大学》2017年硕士论文

【摘要】：积极的英语自我概念会增强学生英语学习的自信心,提高英语成绩。高效的英语口语策略的使用,有利于提高学生的口语水平。因此,探寻学生英语自我概念与英语口语策略的关系,能为高中英语教学提供更有效的建议。笔者通过综述国内外学者的研究,基于建构主义、人文主义和社会互动理论,运用问卷调查和访谈,对柳州高级中学283名高一学生的英语自我概念和口语策略·的使用情况进行了深入研究。英语自我概念的问卷包含总体学习、总体英语、英语口语和英语发音4个维度。英语口语策略的问卷包含记忆策略、认知策略、补偿策略、元认知策略、情感策略和社交策略6个维度。本研究旨在探讨以下三个问题:(1)高一学生英语自我概念的情况如何?(2)高一学生英语口语策略的使用情况如何?(3)高一学生英语自我概念和英语口语策略的使用存在怎样的关系?研究表明:(1)高一学生总体英语、口语和发音自我概念均处于中等水平,其中总体英语自我概念好于口语和发音自我概念。(2)总体学习自我概念与其他三者不存在显著关系。(3)高-一学生英语口语策略的运用水平不高,相比而言社交策略用得多。(4)通过皮尔森相关系数分析发现英语自我概念与英语口语策略的使用具有相关性。(5)在英语自我概念和英语口语策略的使用的24组相关性关系中,总体英语自我概念与元认知、情感和社交策略,口语自我概念与元认知和情感策略,发音自我概念与元认知和情感策略的使用相关性最高。基于此研究,笔者针对英语自我概念和英语口语策略的使用之间相关性最强的七组关系,对教与学提出建议。另外,笔者在实验和调查的过程中,得到了启示,发现了不足,提出了后续相关研究的建议。
[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.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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