听力日志对高中生听力成绩和听力自我调节效能感的影响研究
发布时间：2021-04-02 03:45
从十九世纪七十年代开始,研究者开始忽视对语言学习策略的研究,而转向对更广泛更精准的自我调节研究。一般来说,自我调节是个体认知发展从不平衡到平衡状态的一种动力机制,人们给自已制定行为标准,用自己能够控制的奖赏或惩罚来加强、维护或改变自己行为的过程。自我调节学习者是指为了达成目标,积极管理学习行为和学习策略的学习者,同时能够对学习行为和学习策略做出调整。而自我效能感是指个体对自己是否有能力完成某一行为所进行的主观判断。也就是说,学生依据自己的信念而不是真正的水平来调整行为。本文在前人的基础上,结合自我调节和自我效能感,认为自我调节效能感即:学习者一种对自我调控的感知能力。尽管大量的研究已经在教育和其他领域探寻过自我调节和学习日志,但是很少有研究能够关注自我调节效能感在外语教学领域的发展,特别是英语听力部分。为了解决这个问题,本研究旨在调查学生在学生的自我调节效能感状况和是否学习日志能够提高学生的听力成绩和自我调节效能感。基于本研究的调查目的,旨在探讨以下问题:1)听力日志是否能够作为一种有用的工具提高高中生的听力成绩?2)听力日志能否提高高中生听力在听力方面的自我调节效能感?本文结合了定性...
【文章来源】：江西师范大学江西省
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Purposes and significance of the research
1.3 Framework of the research
Chapter Two Literature Review
2.1 Listening Comprehension
2.1.2 Factors Affecting Students'Listening Comprehension
2.2 Theoretical Background——Social Cognitive Theory
2.3 Self-regulation and Self-regulated Learning
2.3.1 Definition of Self-regulation
2.3.2.Self-regulated Learning
2.3.3 Self-regulated Learners
2.3.4 Instruments for Measuring Self-regulation
2.3.4.1 Pintric et al.'s（1991）MSLQ
2.3.4.2.Tseng et al.'s（2006）SRCvoc Scale
2.4 Studies on Self-regulation in Foreign/Second Language Learning
2.4.1 The Theoretical Study of Self-regulated Learning
2.4.2 The Empirical Study of Self-regulated Learning
2.5 Listening Log
2.5.1 Listening Process and Self-regulation
2.5.2 Definitions and Benefits of Learning Log
2.5.3 Current Study of Learning Log Applied in Self-regulation English Learning
2.5.3.1 Studies Abroad
2.5.3.2 Studies in China
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Pre-test and Post-test
3.3.2 Questionnaire
3.3.3 Listening Log
3.4 Procedures
3.4.1 Pre-test
3.4.2 Questionnaire
3.4.3 Teacher’s Instruction about Guiding Students to Record Listening Log
3.4.4 Post-test
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of the Questionnaire
4.1.1 Perceived Basic Capabilities
4.1.2 Perceived Control
4.2 Results and Discussion of the Tests
4.2.1 Pre-test
4.2.2 Post-test
4.2.3 Results and Discussion of the Pre-test and Post-test in the CC
4.2.4 Results and Discussion of the Pre-test and Post-test in the EC
4.3 Analysis of Listening Log
4.3.1 The extracts of the First Stage of Writing Listening Log in the EC
4.3.2 The Extracts of the Second Stage of Writing listening Log in the EC
4.3.3 Students’Perceived Difficulties and Constraints in Recording Listening Log
4.3.4 Students’Response to the Perceived Difficulties and Constraints in RecordingListening Log
Chapter Five Conclusions
5.1 Major findings of the study
5.2 Pedagogical implications of the research
5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix I:2016-2017 学年度上学期期末高二英语联考试题
Appendix II:2017-2018 学年度下学期期末高二英语联考试题
Appendix III:听力自我效能感调查问卷
Appendix IV:Listening Log
Acknowledgements
在读公开发表论文（著）及科研情况
本文编号：3114522
【文章来源】：江西师范大学江西省
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Purposes and significance of the research
1.3 Framework of the research
Chapter Two Literature Review
2.1 Listening Comprehension
2.1.2 Factors Affecting Students'Listening Comprehension
2.2 Theoretical Background——Social Cognitive Theory
2.3 Self-regulation and Self-regulated Learning
2.3.1 Definition of Self-regulation
2.3.2.Self-regulated Learning
2.3.3 Self-regulated Learners
2.3.4 Instruments for Measuring Self-regulation
2.3.4.1 Pintric et al.'s（1991）MSLQ
2.3.4.2.Tseng et al.'s（2006）SRCvoc Scale
2.4 Studies on Self-regulation in Foreign/Second Language Learning
2.4.1 The Theoretical Study of Self-regulated Learning
2.4.2 The Empirical Study of Self-regulated Learning
2.5 Listening Log
2.5.1 Listening Process and Self-regulation
2.5.2 Definitions and Benefits of Learning Log
2.5.3 Current Study of Learning Log Applied in Self-regulation English Learning
2.5.3.1 Studies Abroad
2.5.3.2 Studies in China
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Pre-test and Post-test
3.3.2 Questionnaire
3.3.3 Listening Log
3.4 Procedures
3.4.1 Pre-test
3.4.2 Questionnaire
3.4.3 Teacher’s Instruction about Guiding Students to Record Listening Log
3.4.4 Post-test
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of the Questionnaire
4.1.1 Perceived Basic Capabilities
4.1.2 Perceived Control
4.2 Results and Discussion of the Tests
4.2.1 Pre-test
4.2.2 Post-test
4.2.3 Results and Discussion of the Pre-test and Post-test in the CC
4.2.4 Results and Discussion of the Pre-test and Post-test in the EC
4.3 Analysis of Listening Log
4.3.1 The extracts of the First Stage of Writing Listening Log in the EC
4.3.2 The Extracts of the Second Stage of Writing listening Log in the EC
4.3.3 Students’Perceived Difficulties and Constraints in Recording Listening Log
4.3.4 Students’Response to the Perceived Difficulties and Constraints in RecordingListening Log
Chapter Five Conclusions
5.1 Major findings of the study
5.2 Pedagogical implications of the research
5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix I:2016-2017 学年度上学期期末高二英语联考试题
Appendix II:2017-2018 学年度下学期期末高二英语联考试题
Appendix III:听力自我效能感调查问卷
Appendix IV:Listening Log
Acknowledgements
在读公开发表论文（著）及科研情况
本文编号：3114522
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