【作者】 李献俊；

【导师】 郭继东；

【作者基本信息】 杭州电子科技大学 ， 英语语言文学， 2012， 硕士

【摘要】 近些年来，国内的一些语言教学工作者和研究者们开始把教学和研究重心由对教师的教学法的研究转向对学习主体——学习者的个人差异的研究。学习观念是学习者个体差异之一，多年以来一直受到人们的普遍重视，相关研究成果颇丰。但研究对象大多都限于高校学生或是城市中学生，而对于农村中学生尤其是初中生的语言学习观念的研究却很少见。本文在综述语言学习观念相关研究成果的基础上，以河南某农村初中三个年级的210名学生为研究对象，采用定量和定性相结合的研究方法，调查研究了农村初中学生的英语学习观念，其目的在于通过了解学生的英语学习观念现状,来帮助调整学生相应的英语学习观念以及教师的教学方法，以此促进农村初中的英语教学和学习。本文主要调查以下几个方面的问题:(1)三个年级学生所持有的英语学习观念的整体分布情况以及是否具有显著差异；(2)三个年级学生的英语学习观念在性别方面是否具有显著差异；(3)三个年级学生的英语学习观念与其成绩是否具有相关性。本文研究发现:(1)整体而言，三个年级学生的英语学习性质观念、英语学习和交际策略观念和学习动机观念强度较大，英语学能观念和学习难度观念强度较小；(2)三个年级男女生在某些观念方面具有显著差异,尤其是九年级男女生，在学习性质，难度和策略等观念上显著差异较大；(3)各个观念之间、观念与成绩之间有一定相关性，七八年级学生的成绩与其英语学习观念没有达到显著性相关，但其某些观念之间有一定显著相关性，而九年级学生在各个观念之间和成绩与某些观念之间均存在显著相关性。本研究发现对于帮助农村初中英语教师了解学生英语学习观念，改善教学、提高学生学习效果具有一定的借鉴意义，同时对于丰富外语学习观念的研究也具有一定的参考价值。更多还原

【Abstract】 In recent years, many language researchers and language educators switch theirfocus from teachers’ teaching methods to the learners’ individual differences. BEL，asan important individual difference, has been widely attached importance to over theyears and relevant research achievements have been made. However, most of thestudies take the college students and middle school students in cities as their researchsubjects. Few researchers focus on middle school students, especially for the juniormiddle school students in rural areas.Based on the introduction of previous studies, this study investigates the Englishlearning beliefs of211junior middle school students in rural areas. The quantitativeand qualitative methods are employed in this study. The aim of this study is to helpadjust students’ BEL as well as teachers’ teaching methods and to promote juniormiddle schools’ English teaching in rural areas through research on students’ BEL.This study mainly investigates the following issues:(1) What is the overalldistribution of junior middle school students’ BEL in rural areas?(2) Whethersignificant differences exist between male and female students or not?(3) Whethercorrelation exists between students’ BEL and their achievements or not?The findings of this study are as follows:(1) As a whole, all the students holdmuch stronger beliefs for English learning nature, learning and communicationstrategies and learning motivation, while beliefs for English learning aptitude andlearning difficulty are vaguer;(2) Significant differences exist on some beliefsbetween male and female students, especially for the students in Grade Nine, who aresignificantly different on beliefs for English learning nature, difficulty andcommunication strategies.(3) There exist significant correlations between thestudents’ achievements and some of the beliefs for the students in Grade Nine. Forstudents in Grade Seven and Grade Eight, no significant correlation between thestudents’ beliefs and their achievements is indicated, while each of the belief showsignificant correlations.This study is of certain significance in helping rural English teachers betterunderstand the students’ BEL and improve teachers’ teaching and students’ learningproficiency. Besides, it serves as a reference to enriching the research on BEL更多还原