非英语专业学生英语成就目标定向与自我调节学习策略相关性研究

摘要

在外语教学领域，成就目标定向和自我调节学习策略分别成为近年来教育心理学研究的热点之一。以往的研究多是探讨成就目标定向与英语成绩之间或自我调节学习与英语成绩之间的关系，而很少将成就目标定向与自我调节学习策略结合起来综合分析动机与策略，以大学生作为研究对象的则更少见。
　　本研究以Elliot等的四维成就目标定向，Zimmerman的三阶段自我调节学习策略和Pintrich的学习动机策略为理论基础，对非英语专业的成就目标定向和自我调节学习策略进行调查并做相关性分析，希冀对大学英语教学提供一些可操作性的帮助。
　　本研究纳入自我调节学习策略作为潜在中介变量，考察成就目标定向与英语成绩的关系以及成就目标定向与自我调节学习策略的关系。研究随机在桂林市的广西师范大学，桂林医学院，桂林电子科技大学和桂林理工大学四所大学大二大三发放了150份问卷，剔除无效问卷，共获得有效问卷120份。本研究所采用的问卷是在根刘惠军和郭德俊的基础上改编的成就目标定向问卷和由孔博鉴、路海东(2012)编制的适合中国中学生学习特点的自我调节学习策略问卷。此外问卷还采用被试CET4成绩作为外语成绩指标。
　　本研究的主要问题是:(1)大学生的成就目标定向和自我调节学习策略的现状如何？(2)大学生的成就目标定向和自我调节学习策略在不同的分组下的相关性如何？(3)大学生的成就目标定向，自我调节学习策略和英语成就的关系是什么？
　　根据对问卷的数据统计和对访谈结果的分析，得出以下结论:
　　(1)非英语专业大学生英语学习成就目标定向总体不高，大部分倾向于掌握趋近目标定向，很少趋近成就回避定向;(2)总体来说，自我调节学习策略表现欠佳，但在在内在动机，学业情绪调节策略，外在动机和自我效能感方面表现不错;(3)成就目标定向与自我调节学习策略存在显著的中等正相关，而且成就目标定向可以通过自我调节学习策略这个中介影响英语成绩。
　　根据研究结果，本文为指导大学生正确的成就目标定向，培养大学生自我调节学习策略提高英语成绩提出以下建议:(1)教师应该引导学生树立掌握接近目标，避免成就回避目标;(2)教师应培养学生的自我调节学习能力，在日常教学中对自我调节学习策略进行培训，尤其是合作学习策略，元认知策略和认知策略。(3)因材施教，了解学生的语能指导学生合适的自我调节学习策略。(4)教师应指导学生建立正确的归因方式并为学生设定适当的学习目标，提高学生的自我效能感。(5)营造和谐的、舒适的课堂氛围，提高课堂魅力，激发学习英语的兴趣。

目录

摘要

Contents

List of Table

Chapter 1 Introduction

1．1 Research Background

1．2 Purposes and Significance of the Research

1．3 Framework of the Thesis

Chapter 2 Literature Review

2．1 Definitions

2．1．1 Definition of Achievement Goal Orientation

2．1．2 Definition of self-regulated Learning Strategy

2．2 Theoretical Foundation

2．3 Related Studies iU China and Abroad

2．3．1 Studies of Achievement Goal 0rientation

2．3．2 The Correlation Studies between Achievement Goal Orientation and English Achievement

2．3．3 Studies about self-regulated Learning Strategy

2．3．4The Correlation Studies between self-regulated Learning Strategy and English Aehievement

2．3．5 The Correlation between Achievement Goal Orientation and self-regulated Learning Strategy

2．3．6 The Research about the Correlation among Achievement Goal Orientation，self-regulated Learning Strategy and Engfish Achievement

2．4 Theoretical Framework on which the Research is Based

Chapter 3 Research Design

3．1 Research Questions

3．2 Research Subjects

3．3 Research Instruments

3．3．1 The Questionnaire

3．3．2 Test

3．3．3 The Interview

3．4 Procedures

3．4．1 Data Collection

3．4．2 Data Analysis

Chapter 4 Results and Discussion

4．1 The State of the College Students’Achievement Goal Orientations and Self-Regulated Learning Strategy

4．1．1The State of the College Students’Achievement Goal Orientations

4．1．2 The State of the College Students’Self-Regulated Learning Strategy

4．2 Relationship between Achievement Goal Orientation and Self-Regulated Learning Strategy

4．2．1 Differences of Arts and Science in the Relationship between Achievement Goal Orientation and Self-Regulated Learning Strategy

4．2．2 Differences of CET4 High Achievers and Low Achievers in the Relationship between Achievement Goal Orientation and Self-Regulated Learning strategy

4．2．3 Gender Differences in the Relationship between Achievement Goal Orientation and Self-Regulated Learning Strategy

4．3 Relationship between Achievement Goal Orientation and English Achievement

4．4 Relationship between Self-Regulated Learning Strategy and English Achievement

4．5 Relationship among Achievement Goal Orientation，Serf-Regulated Learning Strategy and English Achievement

4．6 Diseussion

Chapter 5 Major Findings and Suggestions

5．1 MajorFindings of the Research

5．2 Pedagogical Suggestions

Chapter 6 Conclusion

6．1 Summary of the Research

6．2 Limitations and Suggestions for Future Research

Bibliography

Appendix

Publications during the Postgraduate Program

Acknowledgements

声明