非英语专业学生英语成绩与英语自我概念、成就动机的相关研究

摘要

本研究包括两部分:第一部分是定量研究(问卷调查和英语期末考试成绩)，第二部分是定性研究(个人访谈)。目的在于探讨以下五个方面的问题:1)英语自我概念在大学生英语学习中的重要作用；2)英语自我感念中各个分量对总体自我的预测力；3)英语自我概念和成就动机之间的相关关系；4)英语学业成绩与成就动机之间的相关关系；5)性别差异对学生英语自我概念、成就动机的影响。 对问卷和访谈进行数据分析的结果显示:第一，英语自我概念与英语成绩之间显著相关，两者相互作用，相互影响；第二，英语整体自我概念与各个分量自我概念相互作用。其中阅读、词汇与语法自我概念对非英语专业学生的整体自我概念影响最为显著；第三，学生英语自我概念对英语学习中追求成功或避免失败的动机影响很大。自我概念积极的学生倾向于追求学习上的成功与乐趣，而自我概念消极的学生倾向于躲避英语学习中可能遇到困难；第四，学生英语成绩与他们的成就动机相互作用。学生的成就动机会影响学习成绩，反过来学生过去的学习成绩也影响了他们以后的英语学习动机；第五，在男生和女生中，他们的自我概念和成就动机也有所不同。除了阅读自我概念以外，女生一般拥有较高的英语学习及听、说、写各方面的自我概念:在成就动机上，女生拥有较强的追求成功的学习动机，而在避免失败方面，男女生没有表现出明显区别。 本调查显示对非英语专业学生而言，其英语自我概念、成就动机与英语成绩三者之间存在相互影响、相互制约的循环关系。英语教师应该在情感教学理念指导下，更好的了解学生的英语自我概念的特征及其与成就动机的相互关系，以便于更好的激励学生，进而达到提高英语学习效果的成效。

目录

文摘

英文文摘

论文说明：List OF FIGURES、LIST OF TABLES 、ABBREVIATIONS

声明

Chapter One Introduction

1.1Research Orientation

1.2Motivation for the Study

1.3Practicality of the Study

1.4General Research Questions

1.5An Overview of the Present Paper

Chapter Two Literature Review

2.0 Overview

2.1Affect Approaches in Education

2.2Theoretical Perspective of Self-concept

2.2.1Historical Research about Self-concept

2.2.2Definition of Self-concept

2.2.3Multifaceted and Hierarchical Nature of Self-concept

2.2.4Self-concept and Other Self-terms

2.3Researchon Academic Self-concept

2.3.1Definition and Structure of Academic Self-concept

2.3.2Measurement of Academic Self-concept

2.3.3Factors of Academic Self-concept

2.3.4Relationship between Academic Self-concept and Academic Achievement

2.3.5Researchon English Self-concept in China

2.4Theoretical Perspectiveon Achievement Motivation

2.4.1Historical Orientatio nof Achievement Motivation

2.4.2Definition of Achievement Motivation

2.4.3Researcheson Achievement Motivationin China

2.5Relationship between Self-concept and Achievement Motivation

2.6Summary

Chapter Three Research Design and Methodology

3.0Overview

3.1Research Hypotheses

3.2Conceptual Framework of the Study

3.3Operational Definition of Variables in the Study

3.4Research Design

3.4.1Subjects

3.4.2Instruments

3.5Research Procedure

3.5.1Data Collection of the Questionnaire

3.5.2Data Collection of the Examination

3.5.3Data Collection of the Interview Questions

3.5.4statistical Analyses

3.6Summary

Chapter Four Results and Discussions

4.0Overview

4.1Resultsand Discussionson Findings of the Questionnaires

4.1.1PilotStudy of the Self-modified English Self-concept Questionnaire

4.1.2Relationship between English Self-concept and English Achievement

4.1.3Relationship between Globai and Specific English Self-concepts

4.1.4Relationship between English Self-concept and Achievement Motivation

4.1.5Relationship between Achievement Motivation and English Achievement

4.1.6Gender Differences in English Self-concept and Achievement Motivation

4.2Result sand Discussionson Findings of the English Examination

4.3Results and Discussionson Findings of the Interview

4.3.1Relationship between English Self-concept and English Achievement

4.3.2Relationship between English Self-concept and Achievement Motivation

4.3.3Relationship between Achievement Motivation and English Achievement

4.3.4Two Typical Examples from the Interview

4.4Summary

Chapter Five Conclusions

5.0Overview

5.1Major Findings of the Study

5.2Implications for English Teaching and Learning

5.2.1Theoretical Implications

5.2.2Practical Implications

5.3Limitations of the Study

5.4Summary of the Study

BIBLIOGRAPHY

APPENDIXES

ACKNOWLEDGEMENTS

PUBLISHED PAPERS