高中艺体生英语词汇学习自我调节能力与英语自我效能感的关系研究

发布时间：2023-05-27 02:45

　　二十世纪80年代以来,在教育心理学研究领域,自我调节学习已被证明极大地影响了学习者的学习结果。在外语学习领域,研究者们已对学习者的英语自我调节学习做了大量的研究。然而,关于英语词汇学习领域中自我调节学习的研究,尤其是关于高中艺体生在英语词汇学习方面自我调节学习的研究还鲜见报道。众所周知外语学习是一个复杂的过程,是多种因素共同作用的结果(Ellis,1985),结合学习者的不同侧面研究有助于我们进一步理解外语学习的过程。因此,我们有必要将个体情感因素与英语词汇自我调节学习的研究结合起来。个体情感因素中的自我效能感是英语学习过程中的重要因素之一,也是影响自我调节学习的重要因素之一,尽管研究者们做过大量关于自我效能感的研究。然而,目前少有关于英语词汇学习自我调节能力与自我效能感相关性方面的研究。因此本研究旨在调查高中艺体生英语词汇学习自我调节能力和英语自我效能的现状,以及两者有无性别和成绩上的差异,并探究两者的相关性及相关的特点。本研究以四川省成都市一所普通艺体高中为例,从高二艺体生中随机抽取112名作为受试对象进行调查研究。本研究所使用的调查工具是英语学习自我效能感量表和词汇自我调节能力调...

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 A Brief Introduction to Self-regulation
        2.1.1 The Definition of Self-regulation
        2.1.2 Self-regulatory Capacity for Vocabulary Learning
        2.1.3 Empirical Study in Self-regulatory Capacity for Vocabulary
    2.2 A Brief Introduction to Self-efficacy
        2.2.1 Definition of Self-efficacy
        2.2.2 The Sources of Self-efficacy
    2.3 Related Studies on Self-regulated Learning and Self-efficacy
        2.3.1 Social Cognitive Views of Self-regulated Learning
        2.3.2 Volitional Views of Self-regulated Learning
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Methods
        3.3.1 Self-Regulatory Capacity in Vocabulary Acquisition Scale (SRCvoc) Questionnaire
        3.3.2 English Self-efficacy Questionnaire
    3.4 Data Collections and Analysis
Chapter Four Data Analysis and Discussion
    4.1 Characteristics of Self-regulatory Capacity of Senior High School Art Students
        4.1.1 The Overall Characteristics of Self-regulatory Capacity for Vocabulary Learning of Participants
        4.1.2 The Differences in Participants’ Self-regulatory Capacity for Vocabulary Learning Based on Gender
        4.1.3 The Differences in Participants’ Self-regulatory Capacity for Vocabulary Learning Based on Learning Achievements
    4.2 The Characteristics of English Self-efficacy of Senior High School Art Students
        4.2.1 The Overall Characteristics of English Self-efficacy of Senior High School Art Students
        4.2.2 The Difference in Participants’ English Self-efficacy Based on Gender
        4.2.3 The Difference in Participants’ English Self-efficacy Based on Learning Achievements
    4.3 Correlation between Self-regulatory Capacity for English Vocabulary and English Self-efficacy
Chapter Five Conclusion
    5.1 Main Findings of this Study
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
Appendix
Acknowledgements



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