發(fā)布時(shí)間：2018-07-02 07:15

  本文選題：學(xué)習(xí)信念 + 國(guó)外學(xué)習(xí)　； 參考：《上海外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：長(zhǎng)久以來(lái),學(xué)習(xí)信念一直被認(rèn)為是靜態(tài)并且穩(wěn)定的。但是近來(lái)許多關(guān)于學(xué)習(xí)信念的研究開(kāi)始重視其自身的多樣性和動(dòng)態(tài)性。與此同時(shí),許多研究者的研究提及了學(xué)習(xí)信念在國(guó)外學(xué)習(xí)下的變化。考慮到目前此類研究在國(guó)內(nèi)的不足,本研究旨在探索學(xué)生學(xué)習(xí)信念在國(guó)外學(xué)習(xí)環(huán)境下的一系列變化。許多研究結(jié)果表明學(xué)習(xí)者對(duì)于自身學(xué)習(xí)信念的理解會(huì)影響他們的日常學(xué)習(xí)行為并對(duì)他們學(xué)習(xí)成果產(chǎn)生影響�；谶@一結(jié)論,本研究在探索出國(guó)學(xué)習(xí)對(duì)于學(xué)習(xí)信念影響的同時(shí),也對(duì)于學(xué)習(xí)信念和語(yǔ)言學(xué)習(xí)的成果做了進(jìn)一步的討論。本文的研究對(duì)象是30名就讀于英國(guó)謝菲爾德大學(xué)語(yǔ)言學(xué)習(xí)中心(ELTC)的中國(guó)留學(xué)生。本研究的研究數(shù)據(jù)采集主要通過(guò)問(wèn)卷調(diào)查,半開(kāi)放式訪談以及參加課程前后的雅思成績(jī)。通過(guò)對(duì)于數(shù)據(jù)定性和定量的分析,本研究回答了以下三個(gè)問(wèn)題:(1)學(xué)生的學(xué)習(xí)信念在國(guó)外學(xué)習(xí)期間如何變化?(2)學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)?nèi)绾巫兓?(3)學(xué)生的英語(yǔ)學(xué)習(xí)信念和他們英語(yǔ)學(xué)習(xí)上的成績(jī)變化是否相關(guān)?研究發(fā)現(xiàn),通過(guò)一段時(shí)間在ELTC的學(xué)習(xí),學(xué)習(xí)者的學(xué)習(xí)信念在不同程度上發(fā)生了變化。其中最顯著的是學(xué)習(xí)自主性以及信心的提升。通對(duì)比前后雅思成績(jī),研究者發(fā)現(xiàn)學(xué)習(xí)者的英語(yǔ)成績(jī)有了顯著提高。雖然本研究發(fā)現(xiàn)學(xué)習(xí)信念的改變和學(xué)習(xí)成績(jī)進(jìn)步之間的存在著一定聯(lián)系,但是數(shù)據(jù)結(jié)果并非十分顯著。通過(guò)對(duì)于在國(guó)外學(xué)習(xí)環(huán)境下對(duì)于學(xué)習(xí)信念和語(yǔ)言學(xué)習(xí)成績(jī)的調(diào)查。本研究觀察到了學(xué)習(xí)者學(xué)習(xí)信念和學(xué)習(xí)成績(jī)的變化,并且注意到了學(xué)習(xí)信念和英語(yǔ)學(xué)習(xí)成績(jī)之間存在一定的關(guān)聯(lián)。但需要注意的是,國(guó)外的學(xué)習(xí)環(huán)境并非是英語(yǔ)學(xué)習(xí)成績(jī)提高的保障。一系列其他因素(與母語(yǔ)為英語(yǔ)者的接觸頻率,語(yǔ)言課程的設(shè)置,英語(yǔ)教師的師資水平等)也影響著學(xué)習(xí)者的英語(yǔ)學(xué)習(xí)成果。
[Abstract]:Learning beliefs have long been considered static and stable. Recently, however, many researches on learning beliefs have begun to attach importance to their diversity and dynamics. At the same time, many researchers have mentioned the change of learning beliefs in foreign learning. Considering the shortcomings of this kind of research in China, this study aims to explore a series of changes of students' learning beliefs in foreign learning environments. Many studies have shown that learners' understanding of their own learning beliefs affects their daily learning behavior and their learning outcomes. Based on this conclusion, this study not only explores the influence of studying abroad on learning beliefs, but also further discusses the learning beliefs and the results of language learning. The subjects of this study are 30 Chinese students studying at the University of Sheffield language Learning Centre (ELTC). The data collection of this study is mainly through questionnaires, semi-open interviews and IELTS scores before and after attending the course. Through qualitative and quantitative analysis of the data, This study answers the following three questions: (1) how do students' learning beliefs change during their study abroad? (2) how do students' English learning scores change? (3) are students' English learning beliefs correlated with their English learning scores? The study found that learners' learning beliefs changed in varying degrees after learning at ELTC for a period of time. Among them, the most significant is the improvement of learning autonomy and confidence. In comparison with IELTS scores, the researchers found that learners' English scores improved significantly. Although there is a certain relationship between the change of learning belief and the improvement of academic achievement, the results are not very significant. Through a survey of learning beliefs and language achievement in foreign learning environments. The present study observes the changes of learners' learning beliefs and academic achievements, and notes that there is a certain correlation between learning beliefs and English learning achievements. However, it is important to note that the foreign learning environment is not the guarantee of the improvement of English learning achievement. A series of other factors (the frequency of contact with native speakers, language curriculum, English teachers' teacher level, etc.) also affect learners' English learning outcomes.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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