- 无标题文档
查看论文信息

题名:

 少数民族英语学困生的自我归因调查    

姓名:

 高儒春    

学号:

 2014041015    

论文语种:

 chi    

专业:

 文学 - 外国语言文学 - 英语语言文学    

公开时间:

 公开    

培养层次:

 学士    

培养单位:

 玉溪师范学院    

院系:

 外国语学院    

专业:

 英语    

导师1姓名:

 蔡丽红    

导师1单位:

 玉溪师范学院    

论文答辩日期:

 2018-04-20    

外文题名:

 An Investigation on Self-attribution of the English Underachievers in Minority Areas    

关键词:

 少数民族学生 学困生 学习低效 归因理论 内因 外因    

外文关键词:

 minority students English underachiever low efficiency attribution theory intrinsic factors extrinsic factors    

论文摘要:

~云南是中国少数民族最多的省份,随着中国经济的发展少数民族地区的教育也受到了重视,尤其是英语教学。由于少数民族学生是特殊的语言学习群体,他们拥有自己的本民族语言,同时在小学阶段开始学习了第二语言汉语;进入初中后,在原有语言的基础上又开始学习第三语言英语。但是越来越多的学生在英语学习过程中变得低效,这类人在英语教学中被称之为英语学困生。学困生指的是学生大脑智力正常,但是在英语学习过程中低效的学生。因此本文试图通过问卷来帮助调查少数民族学生英语学习困难的归因。作者采用问卷调查研究方法和访谈法对云南省普洱市澜沧县第二中学的高一年级的91位少数民族学生进行问卷调查及访谈。研究发现,许多少数民族学生将自己英语成绩归因于自身的努力和学习能力,少部分学生认为运气,老师,课程难度等因素并不是决定自己英语成绩的主要因素。由此可见内因决定事物发展,外因促进事物发展的道理也适用于高中生英语习得的成败。

外文摘要:

Yunnan is the province with the largest number of ethnic nationalities in China. With the development of the Chinese economy, education in minority areas has also received great attention, especially in English teaching. The minority students are a special language group and have their own native language. They begin to learn Chinese as a second language in primary school; after entering junior high school, they learn English as their third language. However, more and more minority students have much trouble in learning English. They are called English underachievers who have normal intelligence but it is ineffective to learn English. Therefore, this paper attempts to investigate the main internal and external factors through questionnaires and individual interviews. The author uses questionnaires to investigate 91 first-year students( all of them are minority students) in Lancang No.2 Middle School, Puer City, Yunnan Province. And the individual interview involves in 10 English underachievers’ questionnaires. According to questionnaires and individual interviews, with the help of attribution theory, the author draws the conclusion that many minority students attribute their English achievement to their own efforts and learning ability. A small number of students believe that luck, teachers, and task difficulty are not the main factors to determine their English performance.

分类号:

 H31    

论文总页数:

 38    

参考文献总数:

 28    

参考文献列表:
1. Barnett, C.K.Attribution Theory.Learning Notes for MGT611. The University of New Hampshire Whittemore School of business &Economics 1999
2. Crookes, G. and R.Schmidt.Motivation:Reopening the research agenda [J]. Language Learning.1991,41(4):469—512.
3. Domyei, Z.Motivational Strategies in the Language Classroom[M].Cambridge University Press,200 1.
4. Dornyei, Z.Motivation and motivating in the foreign language classroom[J]. Modern Language Journal.1 994,78(3):273-284.
5. Dweck, C.S.and C.B.Wortman.Learned helplessness, anxiety and achievement motivation.In H.W Krohne and L.Lanx (Eds.)Achievement, Stress and Anxiety. [C].London:Hemisphere, 1 982.
6. Gobel, P.and S.Mori.Exploring students´attributional beliefs in language learning[C].EUROSLA Yearbook,2007,(7):149—169.
7. Graham, S.and B.Weiner.Theories and principles of motivation.In D.C. Berliner and R.C.Calfee(Eds.), Handbook of educational psychology[M].New York:Simon &Schuster Macmillan,1 996.
8. Hall, N.C., S.Hladkyj, R.P.Perry and J.C.Ruthig.The role of attributional retraining and elaborative learning in college students´academic development [J].The journal of social psychology.2004,1 44(6):59 1—6 1 2.
9. Heider, F.The Psychology of Interpersonal Relations[M].New York:Wiley, 1958.
10. Noel, J.G.,D.R.Forsyth and K.N.Kelly.Improving the performance of failing students by overcoming meir self-serving attributional biases[J].Basic and Applied Social Psychology.1987,8(1&2):151—162.
11. Perry, R.P.and K:S.Penner.Enhancing academic achievement in college students through attributional retraining and instruction[J].Journal of educational psychology.1990,82(2):262—27 1.
12. Platt, C.W.Effects of causal attributions for Success on first—term college performance:A covariance structure model[J].Journal of Educational Psychology.1988,80(4):569-578.
13. Robertson, J.S.Is attribution training a worthwhile classroom intervention for I<2-1 2 students with learning difficulties?[J].Educational psychology review. 2000,12(1):1 1 1—134.
14. Stmthers, w.C., V H.Menec, D.J.Schonwetter and R.P.Perry.The effects of perceived attributions, action control, and creativity on college students’ motivation and performance:A field study[J].Learning and Individual Differences.1996,8(2):121—139.
15. Tse, L.2000.“Student perceptions of foreign language study:A qualitative analysis of foreign language autobiographies”[J].The Modern Language Journal. 2000,84(1):69—84.
16. Weiner,B.A cognitive(attributional).emotion.action model of motivated behavior:an analysis of judgments of help-giving[J]2 Journal of Personality and Social Psychology.1980,(39):186.200.
17. Weiner,B.A Theory of Motivation for Some Classroom Experiences[J].Journal of Education Psychology.1979(71):3—25.
18. Weiner,B.An Attributional Theory of Motivation and Emotion[J].Psychology View,1 985(92):548.573.
19. Weiner,B.An Attributional Theory of Motivation and Emotion[M].New York: Springer-Verlag, 1 986.
20. Weiner,B.An Intrapersonal and interpersonal theories of motivation from an attributional perspective[J].Educational psychology review.2000(1):1.1 4.
21. Weiner,B.Reflections on the history of attribution theory and research[J].Social Psychology.2008,39(3):151-156.
22. William, M.,and R.L.Burden.Psychology for 1anguage teachers [M].Cambridge:Cambridge University Press.2000.
23. 崔艳霞.The Study of University Students’ Self-attribution on Success and Failure in English Learning[D].郑州大学,2007.
24. 雷蕾.2006,中国非英语专业大学生英语学习成败归因实证研究[D].华中科技大学.
25. 秦晓晴.2002,大学生外语学习归因倾向及其对归因现象的理解[J].现代外语,(1):71—78.
26. 张庆宗.2002,英语学习成败自我归因调查与分析[J].外语与外语教学,(7).
27. 张志宏.2005,中国非英语专业学生的英语自我概念与英语学习成败归因关系的 研究[D].吉林大学.
28. 赵德会. 2009,高职英语专业学生英语学习成败归因与自我效能感研究[D].南京:南京师范大学.

公开日期:

 2018-05-29    

无标题文档