非英语专业学生英语学习自我效能感与听力学习策略的实证研究

论文摘要

本论文围绕非英语专业学生的英语学习自我效能,听力策略使用对听力成绩的影响进行研究这三个因素之间的内在关系,以此来探求大学英语听力教学的思路和途径。本研究在回顾相关文献后,设计问卷来调查英语学习自我效能和学习策略的一些情况,提出2个假设:1.学习者的英语学习自我效能,听力策略使用和听力成绩正相关。2.英语学习自我效能对英语学习的预测能力强于听力策略的使用。为了验证这2个假设,本研究收集并分析了西安财经学院87名非英语专业大三的学生在英语学习自我效能,听力策略使用和听力成绩的关系。调查所得数据用统计软件SPSS（13.0）进行统计性分析,数据分析分四步进行:第一,对英语听力成绩和听力策略的使用情况做描述性统计分析;第二,运用皮尔逊相关系数（Pearson correlation coefficient）分析出学习自我效能,听力策略使用和听力成绩的相互关系;第三,运用单因素方差分析（One-way analysis ofVariance）分析出高中低不同水平的学习者分别在学习自我效能和听力策略使用上的不同;第四,采用独立样本T检验（independent samples T-test）分析了是否学习者在学习自我效能和听力策略使用中存在性别差异:第五,用双因素方差分析（ANOVA）一方面检验了使用听力策略的多少和自我效能这两个自变量对听力成绩的影响,另一方面检验了自我效能高低和听力＞经过研究和数据分析,作者得出以下结论:1.所有学习者都意识到听力学习在英语学习中的重要作用,然而其努力因为缺乏正确策略的使用,自我效能及其他的原因如动机等没有达到目的。2.学习者的自我效能和听力成绩成正相关。特别是自我效能中的基本能力感因素显著,皮尔逊相关系数为.42.3.听力策略的使用和听力成绩成正相关。其中社会情感策略比较突出,皮尔逊相关系数为.27;依赖母语策略最不显著（P＞0.05）.4.独立样本T检验得出学习者的自我效能和听力策略的使用不存在性别差异。（P＞0.05）5.学习者的自我效能与听力策略的使用成正相关,皮尔逊相关系数为.97,证实了假设1。6.自我效能的高低（皮尔逊相关系数为.37）比听力策略的使用（皮尔逊相关系数为.21）对英语学习更有预测性。证实了假设2。7.在学习者的自我效能和听力策略的使用内部,都存在内部相关性。基于这项研究的基础,本文为英语教师的英语教学提出了几点建议:强化学生的自我效能;培养学生更为有效的掌握和使用英语听力策略;重视社会情感的渗透;突出学生语言基本能力的培养。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Background of research
• 1.1.1 Importance of perceived self-efficacy and listening comprehension for language learning
• 1.1.2 Current situation listening comprehension and listening strategy use for college students
• 1.1.3 Urgency for increasing awareness of self-efficacy and listening strategy use
• 1.2 The structure of the thesis
• 1.3 The significance of this study
• Chapter 2 Literature Review
• 2.1 Theories about self-efficacy
• 2.1.1 Definition and sources of self-efficacy
• 2.1.2 Self-efficacy and self-concept
• 2.1.3 Self-efficacy and learning
• 2.2 Theories about listening strategies
• 2.2.1 Nature of listening comprehension
• 2.2.2 Listening process and listening strategies
• 2.2.3 Some studies concerning listening strategies abroard and at home
• 2.2.4 Language learning strategies and learners listening strategies aboard and at home
• 2.3 Strategies,self-efficacy beliefs and academic achievement
• Chapter 3 Methodology
• 3.1 Research questions and hypotheses
• 3.2 Participants
• 3.3 Instrument
• 3.3.1 Language self-efficacy questionnaires
• 3.3.2 Language learning strategies questionnaires
• 3.4 Data collection
• 3.5 Academic achievement
• 3.6 Statistical analysis
• Chapter 4 Statistic Presentation
• 4.1 Reliability and Validity of the questionnaires
• 4.2 General description learners' self-efficacy,learning strategies as well aslearners' final academic achievements
• 4.2.1 General description of learners' academic achievements
• 4.2.2 General description on learners' condition
• 4.2.3 Comparing the mean and standard deviation of learners' self-efficacy,Learning strategies as well as learners' final academic achievements
• 4.3 Findings in language self-efficacy
• 4.3.1 T-test of gender on self-efficacy
• 4.3.2 The difference in language self-efficacy based on different academic achievements
• 4.3.3 Correlation analysis of language self-efficacy and academic achievements
• 4.4 Finding in the listening strategies
• 4.4.1 T-test of gender on listening strategies
• 4.4.2 The difference in language listening strategies based on different academic achievements
• 4.4.3 Correlation analysis of language learning strategies and academic achievements
• 4.5 The correlation among the learners' listening strategy use,self-efficacy and academic achievements
• 4.5.1 Correlation analysis of language self-efficacy and learning strategies（1）
• 4.5.2 Inner relationships on language self-efficacy and listening strategy
• 4.5.3 Interrelationships among listening strategy use,self-efficacy and academic achievements
• Chapter 5 Results and Discussions
• 5.1 Findings in self-efficacy
• 5.1.1 Differences in language self-efficacy levels based on academic achievements
• 5.1.2 The correlation between language self-efficacy and academic achievements
• 5.2 Findings in listening strategies
• 5.2.1 The overall trend in use of the listening strategies
• 5.2.2 Correlation between language listening strategies and academic achievements
• 5.3 Correlations among learners' self-efficacy and listening strategies use
• Chapter 6 Conclusions
• 6.1 Major findings
• 6.2 limitations
• 6.3 Suggestion for further research
• 6.4 Implication and recommendation for EFL teachers and learners
• 6.4.1 Implication and recommendation for raising learners' self-efficacy
• 6.4.2 Implication and recommendation for developing learners' listening strategies
• 6.4.3 Implications and recommendation for correlating learners' language self-efficacy and listening strategies
• Bibliography
• Appendix 1
• Appendix 2
• Appendix 3
• Papers Published