【作者】 田莲；

【导师】 郭成；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2009， 硕士

【摘要】 随着素质教育改革的深入实施,新的英语课程改革对学生英语学习的情感、态度、价值观等的关注日益突出,其本质就是关注培养学生积极的英语学业自我概念,最终促进中学生英语学业成就的发展。尽管英语自我在国外研究较多,但其以英语为母语的情况下得出的结论与我国在以汉语为母语、重视考试的国情下的状况有所不同。国内目前关于中学生英语学习的研究主要集中在学生的英语能力、学习方法和以及英语教学等方面,而就中学生对自己英语学业上的自我认知、体验和评价的研究较少,仅有的一些研究由于评价中学生英语学业自我的工具的局限,其研究结果还需进一步验证。为此,本研究在借鉴国内外已有研究成果的基础上,综合运用了文献分析、问卷调查、因素分析、方差分析等研究方法和统计技术对卿凌、郭成(2007)编制的中学生英语学业自我问卷进行了修订,探讨了国内中学生英语学业自我的发展特点,得到如下结论:1.修编的中学生英语学业自我问卷结构良好,包括英语听力、口语、阅读和写作学业自我四个分问卷,共58个题项。其中,每个分问卷下又分为自我认知、自我体验和自我行为三个心理要素。整个问卷及四个分问卷的信度、效度指标良好,可作为测量中学生英语学业自我的有效工具。2.我国中学生的英语学业自我发展总体上处于中等水平。其中,英语听力和口语学业自我高于写作和阅读学业自我。3.中学生英语学业自我总体上存在显著的性别、年级和学校类型差异。在性别差异上,女生的英语学业自我总体上显著优于男生;具体维度上,男女生在自我认知上差异不显著;在阅读和写作自我体验上女生显著优于男生,在听力和口语自我体验上男生显著优于女生;在行为自控上,女生显著优于男生。在年级差异上,初中生的英语学业自我水平显著高于高中生的英语学业自我水平,表现为初三＞初一＞初二＞高一＞高三＞高二的变化趋势;初中、高中各年级内部差异不显著。在学校类型差异上,中学生英语学业自我总体上表现为重点中学＞普通中学:在英语听力、英语口语、英语阅读方面,重点中学高于普通中学,但在英语写作上,普通中学＞重点中学。4.中学生英语学业自我发展与英语成绩回归分析表明,听力的自我行为与自我认知、口语的自我行为、阅读的自我认知和写作的自我认知与自我体验对中学生英语成绩有显著的预测作用,解释率共达到37.3%。其中,阅读自我认知的独立解释量最大(27.9%),是预测中学生英语成绩的主要变量,其余各维度共解释9.4%的变异量。更多还原

【Abstract】 With the deepening of the quality of the education reform,the new English curriculum reform and people-centered concerns of students are interested in the feelings,attitudes,values and so on,its nature is concerned about the education of English students to actively cultivate the self and ultimately to promote the achievements of middle school students in English studies of self-develop ment.At present,even though the study of English Self-concept abroad a lot,but the conclusions of the English Self-concept under the native English-speaking environment have extremely differences between in our country whose mother tongue is Chinese and in the conditions which values examination.And domestic studying English at the research focused mainly on the capacity of middle school students study English,study methods and teaching methods and so on,which studies on its own research,focused on how to through effective teaching students to promote the development of these qualities of English,but students do not own these qualities in their own development on the self-cognition,self-experience and self-evaluation,we need further studying for there has a limitation about scales English Academic Self-concept.Therefore,basing on the researches home and abroad,our research studies on the English Academic Self-concept of middle school students preliminarily by using literature analysis,open-ended questionnaire investigation, variance analysis,factor analysis and so on,we revise the scales of the Middle School Students’ English Academic Self-concept that Qing Ling,Guo Cheng(2007)developed and study the development of characteristics,laws and the level of English Academic Self-concept for middle school students.Totally,this study gets the conclusions as following:1.Questionnaire of Middle School Students’English Academic Self-concept is structured by four sub-questionnaire:the questionnaire of Listening Academic Self-concept;the questionnaire of Speaking Academic Self-concept;the questionnaire of Reading Academic Self-concept and the questionnaire of Writing Academic Self-concept,which have 58 items.Each sub-questionnaire is structured bv three factors,which are self-cognition.self-experience and self-behavion.The questionnaire and its sub-questionnaire have good reliability and variability,qualified as the tool of middle school students" English academic self-concept measurement.2.The development level of Chinese middle school students’English academic self-concept are totally in middle at the present.The development level of the listening academic self-concept and the speaking academic self-concept are relatively higher than the development level of the reading academic self-concept and the writing academic self-concept.3.There are significant sex、grade and school differences in the English Academic Self-concept totally.In terms of sex differences in English Academic Self-concept,female are higher than male. In terms of self-cognition,there has not significant sex differences;in terms of self-experience,girls are much better than boys in reading and writing,while in listening and speaking,boys are much better than girls;in terms of self-behavion,girls are much better than boys.In tenns of grade differences,students from junior high schools score are much better than those from senior high schools,which shows that grade three＞grade two＞grade one＞grade four＞grade six＞grade five.There is no differences between junior and senior high schools.In terms of school differences,students from key schools score higher than those from general schools totally.Specifically,students from key schools score higher than those from general schools in listening,speaking and reading,on the contrary in writing.4.The development of the English Academic Self-concept and english score regression analysis showed that self-behavion of listening and self-cognition of listening,self-behavion of speaking, self-cognition of reading,self-cognitionand of writing and self-experience of writing has a significant role in the prediction,which can explain its 37.3%.What’s more,self-cognition of reading can explain its 27.9%,which is an important variable to predict,the largest amount of the score,the others variances only can explain its 9.4%.更多还原