非英语学生英语学习自我效能感与听力学习对策实证探讨

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猜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(Pearsoncorrelationcoefficient)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-wayanalysisofVariance)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(independentsamplesT-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,然而其努力由于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明显,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;依靠母语策略最不明显(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)对英语学习更有猜测性。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。【关键词】：自我效能听力策略英语成绩英语学习
【论文提纲】：Acknowledgements4-5Abstract5-7摘要7-13Chapter1Introduction13-181.1Backgroundofresearch13-161.1.1Importanceofperceivedself-efficacyandlisteningcomprehensionforlanguagelearning13-141.1.2Currentsituationlisteningcomprehensionandlisteningstrategyuseforcollegestudents14-151.1.3Urgencyforincreasingawarenessofself-efficacyandlisteningstrategyuse15-161.2Thestructureofthethesis161.3Thesignificanceofthisstudy16-18Chapter2LiteratureReview18-312.1Theoriesaboutself-efficacy18-212.1.1Definitionandsourcesofself-efficacy182.1.2Self-efficacyandself-concept18-202.1.3Self-efficacyandlearning20-212.2Theoriesaboutlisteningstrategies21-282.2.1Natureoflisteningcomprehension222.2.2Listeningprocessandlisteningstrategies22-242.2.3Somestudiesconcerninglisteningstrategiesabroardandathome24-272.2.4Languagelearningstrategiesandlearnerslisteningstrategiesaboardandathome27-282.3Strategies,self-efficacybeliefsandacademicachievement28-31Chapter3Methodology31-353.1Researchquestionsandhypotheses313.2Participants313.3Instrument31-333.3.1Languageself-efficacyquestionnaires323.3.2Languagelearningstrategiesquestionnaires32-333.4Datacollection333.5Academicachievement333.6Statisticalanalysis33-35Chapter4StatisticPresentation35-514.1ReliabilityandValidityofthequestionnaires35-364.2Generaldescriptionlearners'self-efficacy,learningstrategiesaswellaslearners'finalacademicachievements36-394.2.1Generaldescriptionoflearners'academicachievements36-374.2.2Generaldescriptiononlearners'condition37-384.2.3Comparingthemeanandstandarddeviationoflearners'self-efficacy,Learningstrategiesaswellaslearners'finalacademicachievements38-394.3Findingsinlanguageself-efficacy39-424.3.1T-testofgenderonself-efficacy39-404.3.2Thedifferenceinlanguageself-efficacybasedondifferentacademicachievements40-414.3.3Correlationanalysisoflanguageself-efficacyandacademicachievements41-424.4Findinginthelisteningstrategies42-464.4.1T-testofgenderonlisteningstrategies42-434.4.2Thedifferenceinlanguagelisteningstrategiesbasedondifferentacademicachievements43-444.4.3Correlationanalysisoflanguagelearningstrategiesandacademicachievements44-464.5Thecorrelationamongthelearners'listeningstrategyuse,self-efficacyandacademicachievements46-514.5.1Correlationanalysisoflanguageself-efficacyandlearningstrategies(1)46-474.5.2Innerrelationshipsonlanguageself-efficacyandlisteningstrategy47-484.5.3Interrelationshipsamonglisteningstrategyuse,self-efficacyandacademicachievements48-51Chapter5ResultsandDiscussions51-575.1Findingsinself-efficacy51-535.1.1Differencesinlanguageself-efficacylevelsbasedonacademicachievements515.1.2Thecorrelationbetweenlanguageself-efficacyandacademicachievements51-535.2Findingsinlisteningstrategies53-555.2.1Theoveralltrendinuseofthelisteningstrategies53-545.2.2Correlationbetweenlanguagelisteningstrategiesandacademicachievements54-555.3Correlationsamonglearners'self-efficacyandlisteningstrategiesuse55-57Chapter6Conclusions57-686.1Majorfindings57-586.2limitations586.3Suggestionforfurtherresearch58-596.4ImplicationandrecommendationforEFLteachersandlearners59-686.4.1Implicationandrecommendationforraisinglearners'self-efficacy60-646.4.2Implicationandrecommendationfordevelopinglearners'listeningstrategies64-666.4.3Implicationsandrecommendationforcorrelatinglearners'languageself-efficacyandlisteningstrategies66-68Bibliography68-72Appendix172-75Appendix275-76Appendix376-77PapersPublished77