一般自我概念英语总体自我概念英语学习成绩性别差异高职院校英语教学非英语专业大学生论文.doc

一般自我概念英语总体自我概念英语学习成绩性别差异高职院校英语教学非英语专业大学生论文对中国高职院校非英语专业学生自我概念与英语总体成绩的相关性研究【摘要】 20世纪70年代以来,语言教学的研究重点从研究教师如何教转向学习者如何学。其中一个重要研究领域是关于造成学习结果差异的学习者个体因素,在这一背景下,研究人员开始关注情感因素对语言学习的影响,讨论较多的情感因素有态度、动机、个性、焦虑、移情、自信心等,作为动机因素之一的学业自我动机使教育研究者对自我概念研究的兴趣浓厚起来。本文运用调查研究的方法主要调查了“自我概念”和英语总体成绩的关联性,即中国高职院校非英语专业大学生的一般自我概念、英语总体自我概念和高等学校英语应用能力考试A级成绩的关系,受试者英语总体自我概念和英语总体成绩的现状,以及这两者间的性别差异。作者在武汉工业职业技术学院一年级非英语专业的学生中进行了一般自我概念,英语总体自我概念和英语学习实际情况的调查。参加调查的142名测试对象是不同性别、来自不同专业、班级的学生。在进行统计分析时,学生在2009年12月高等学校英语应用能力考试试卷A级中所获取成绩被看作英语学习成就的表现手段。本研究利用社会统计分析软件(SPSS 13.0)对所得数据进行了描述性分析、相关性分析和独立样本t检验。结果表明,受试者英语总体自我概念与其英语总体.更多还原【Abstract】 It has been at least three decades since the research focus of Foreign Language Teaching (FLT) has shifted from the teacher to the learner. More and more studies concentrating on FLL probe into many aspects of the divergence between achieving and underachieving students. Learnersaffective factors, such as attitude, motivation, personality, anxiety, empathy and confidence, are given great importance in these studies. One aspect of motivation, academic self-achievement motivation, involves educat.更多还原 【关键词】 一般自我概念； 英语总体自我概念； 英语学习成绩； 性别差异； 高职院校英语教学； 非英语专业大学生； 【Key words】 general self-concept； English self-concept； EFL learning achievement； gender difference； vocational college English teaching； non-English majors； 【索购硕士论文全文】Q联系Q：138113721 139938848 即付即发目录摘要 4-5 Abstract 5 1 Introduction 9-14 1.1 Background of the Study 9-10 1.2 Purpose of the Study 10-12 1.3 Significance of the Study 12 1.4 Contents of the Paper 12-14 2 Literature Review 14-26 2.1 Previous studies on self-concept 14-16 2.1.1 Definition of self-concept 14-15 2.1.2 Six kinds of “self” 15 2.1.3 Three primary facets of self-concept 15 2.1.4 Formation of self-concept 15-16 2.1.5 Previous researches on gender difference in self-concept 16 2.1.6 Instrument for measuring self-concept 16 2.2 Previous studies on academic self-concept 16-18 2.2.1 Definition of academic self-concept 17 2.2.2 Components of academic self-concept 17 2.2.3 Frames of reference for academic self-concept 17-18 2.3 Previous studies on general English self-concept 18-21 2.3.1 Dimensions of general English self-concept 18-19 2.3.2 Relationship between English pronunciation self-concept and EFL learning 19-20 2.3.3 Major relevant researches 20-21 2.4 Previous studies on relationship between academic self-concept and academic achievement 21-25 2.4.1 Significance of researches on relationship between academic self-concept and academic achievement 21 2.4.2 Major relevant researches abroad 21-23 2.4.3 Major relevant researches at home 23-25 2.5 Summary of literature review 25-26 3 Research methodology 26-32 3.1 Research questions 26-27 3.2 Research hypotheses 27-28 3.3 Research design 28-31 3.3.1 Subjects 28 3.3.2 Instrumentation 28-30 3.3.3 Procedure 30-31 3.3.4 Statistical analysis 31 3.4 Summary 31-32 4 Data Analysis and Results 32-40 4.1 Descriptive analysis 32-34 4.1.1 Descriptive analysis on the PRETCO-A 33 4.1.2 Descriptive analysis on the general self-concept and general English self-concept 33-34 4.2 Correlation analysis 34-35 4.3 T-test analysis 35-38 4.3.1 EFL learning achievement between males and females 36 4.3.2 The general self-concept and general English self-concept between males and females 36-38 4.4 Summary 38-40 5 Discussions 40-49 5.1 The status quo of EFL learning achievement and general English self-concept of non-English majors in Chinese vocational colleges 40-44 5.1.1 The status quo of EFL learning achievement 40-43 5.1.2 The status quo of general English self-concept 43-44 5.2 The correlation between general English self-concept and EFL learning achievement 44-46 5.3 The gender difference in EFL learning achievement and general English self-concept 46-49 5.3.1 Gender differences in EFL learning achievement 46-47 5.3.2 Gender differences in general English self-concept 47-49 6 Conclusions 49-62 6.1 Implications for EFL teaching and learning 49-58 6.1.1 Developing EFL learnerspositive general English self-concept 49-55 6.1.2 Promoting common progress of male and female learnersEFL learning 55-58 6.2 Limitations of the study 58-60 6.3 Summary of the study