本文選題：內(nèi)初班 + 學(xué)習(xí)行為　； 參考：《石河子大學(xué)》2017年碩士論文

【摘要】：對新疆少數(shù)民族英語學(xué)習(xí)者來說,大都經(jīng)歷了從母語到漢語再到英語學(xué)習(xí)的過程。由于獨特的地緣環(huán)境衍生了獨特的文化環(huán)境和語言學(xué)習(xí)環(huán)境,新疆少數(shù)民族英語學(xué)習(xí)者的語言學(xué)習(xí)具有區(qū)別性的特點。然而在我國的英語習(xí)得研究領(lǐng)域,研究者更多關(guān)注漢族學(xué)生的英語學(xué)習(xí)研究,少數(shù)民族學(xué)生的語言學(xué)習(xí)特征,尤其是新疆維吾爾族英語學(xué)習(xí)者的語言學(xué)習(xí)研究被邊緣化。在目前少量針對少數(shù)民族語言學(xué)習(xí)的研究中,語際影響——母語及漢語對其英語學(xué)習(xí)的影響成為研究的重點,學(xué)習(xí)者自身的語言學(xué)習(xí)特征及教師教學(xué)對學(xué)習(xí)者語言學(xué)習(xí)的影響卻鮮有涉及,這種態(tài)勢對新疆少數(shù)民族英語教育勢必產(chǎn)生消極影響。同時由于我國英語教育屬于正式的課堂教學(xué),研究課堂教學(xué)中學(xué)習(xí)者學(xué)習(xí)特點對于提升語言教育質(zhì)量是必要的。學(xué)生的課堂行為,尤其是語言學(xué)習(xí)行為是反映其學(xué)習(xí)規(guī)律和成果的重要途徑。因此,本研究將對新疆少數(shù)民族中學(xué)生英語學(xué)習(xí)行為的總體模式進(jìn)行深入系統(tǒng)的研究,進(jìn)一步討論教師教學(xué)對其學(xué)習(xí)行為的影響,從而提升我國少數(shù)民族地區(qū)的英語教學(xué)水平。本文以新疆石河子市第十中學(xué)的14個內(nèi)初班學(xué)生為研究對象,采用課堂觀察法,對課堂教學(xué)錄像進(jìn)行語料轉(zhuǎn)寫,旨在探究少數(shù)民族中學(xué)生英語學(xué)習(xí)行為的特征以及其影響因素,具體研究以下三個問題:1)新疆維吾爾族中學(xué)生英語學(xué)習(xí)行為的總體模式是什么?2)教師的活動設(shè)計對于維吾爾族中學(xué)生學(xué)習(xí)行為產(chǎn)生了什么影響?3)教師的提問對維吾爾族中學(xué)生學(xué)習(xí)行為產(chǎn)生了什么影響?為了探究以上問題,筆者將學(xué)習(xí)行為分為過程性行為和結(jié)果性行為。過程性行為包含以下三種特征:回答模式、回答主觀性和回答控制性;結(jié)果性行為包括學(xué)生回答的信息量和回答的功能性。本研究通過數(shù)據(jù)處理和分析發(fā)現(xiàn):1)研究對象英語學(xué)習(xí)行為的整體模式表現(xiàn)為:在回答模式上以個體為主,全體和小組回答為輔;在回答主觀性上,以主動回答為主,被動回答為輔;在回答的控制性上,以外控為主,內(nèi)生為輔;在信息量上,以等量回答為主,不滿意回答為輔;在功能性上,以表達(dá)功能為主,以回應(yīng)、確認(rèn)和修正功能為輔。2)教師的課堂教學(xué)活動設(shè)計類型對研究對象的學(xué)習(xí)行為產(chǎn)生了影響。生生互動模式有助于學(xué)生的語言輸出,但是其學(xué)生回答詞長未與師生互動詞長未形成顯著性差異。(p=0.342)。意義性活動同樣有助于學(xué)生的語言輸出,且與機(jī)械性活動中學(xué)生的語言呈顯著性差異(p=0.024)。3)教師的提問類型對研究對象學(xué)習(xí)行為在語言使用量上的表現(xiàn)產(chǎn)生著影響。在詞或詞組和簡單句兩個水平上,學(xué)生對封閉性問題回答的詞長顯著長于開放性問題的回答(p=0.000)。在段落和復(fù)雜句水平上,兩者沒有明顯差別(p=0.158)�；谏鲜鲅芯堪l(fā)現(xiàn),本文提出三個維度的建議:第一,在認(rèn)知學(xué)生方面,教師需要了解維吾爾族中學(xué)生語言學(xué)習(xí)行為特征,針對其學(xué)習(xí)行為傾向性進(jìn)行教學(xué)設(shè)計和實踐,最大限度地激發(fā)其積極的語言學(xué)習(xí)行為,促進(jìn)其有效語言輸出。第二,在活動設(shè)計方面,教師應(yīng)注重教學(xué)活動的意義性和互動性,科學(xué)選擇教學(xué)活動內(nèi)容和互動形式,精細(xì)化課堂組織以啟動并維持學(xué)生學(xué)習(xí)。第三,在教師提問方面,教師應(yīng)根據(jù)學(xué)生水平,科學(xué)處理封閉性和開放性問題的關(guān)系,選擇能夠滿足學(xué)生需求、適應(yīng)學(xué)生能力的問題。
[Abstract]:For the Minority English learners in Xinjiang, most of the English learners have experienced the process from their mother tongue to the Chinese and then to the English learning. Because of the unique geographical environment, the unique cultural environment and language learning environment are derived, and the language learning of the Minority English learners in Xinjiang is distinctive. However, in the field of English acquisition and research in China, The researchers pay more attention to the study of the English learning of the Han students. The language learning characteristics of the minority students, especially the Uygur English learners in Xinjiang, are marginalized. In the present few studies on minority language learning, the interlingual influence - the influence of mother tongue and Chinese on their English learning The focus of the study is that the language learning characteristics of the learners themselves and the influence of teacher's teaching on the learners' language learning are rarely involved. This situation will have a negative impact on the English education of the minority nationalities in Xinjiang. The quality of education is necessary. The students' classroom behavior, especially the language learning behavior, is an important way to reflect their learning rules and achievements. Therefore, this study will make a thorough and systematic study of the overall mode of English learning behavior of the minority middle school students in Xinjiang, and further discuss the influence of teachers' teaching on their learning behavior, so as to further discuss the influence of teachers' teaching on their learning behavior. In order to improve the level of English Teaching in ethnic minority areas in China, this paper takes 14 first class students in the tenth middle school in Shihezi, Xinjiang as the research object, and uses the classroom observation method to carry out the transcripts of the classroom teaching video. The purpose of this study is to explore the characteristics of the English learning behavior of the minority middle school students and the influencing factors. The following three studies are made. Questions: 1) what is the overall model of the English learning behavior of the Uygur middle school students in Xinjiang? 2) what influence does the teacher's activity design have on the learning behavior of the Uygur middle school students? (3) what influence does the teacher's question have on the learning behavior of the Uygur middle school students? For the purpose of exploring the above problems, the author divides the study into a process Behavior and result sexual behavior. The process behavior includes the following three characteristics: answer pattern, answer subjectivity and answer control; result sexual behavior includes the amount of information and the function of the answer. This study finds out through data processing and analysis: 1) the overall pattern of the English learning behavior of the research object is in the answer pattern. To the individual, the whole and the group answer is supplemented; in the answer subjectivism, the active answer is the main, the passive answer is supplemented; in the control of the answer, the external control is the main, the internal life is supplemented; the amount of information, the equivalent answer is the main, the dissatisfied answer is supplemented; in the function, the function is mainly expressed as the function, the response, confirmation and correction function supplemented.2) The design types of teachers' classroom teaching activities have an impact on the study behavior of the subjects. The interactive mode of students' interaction can help the students' language output, but the students' answer length has not formed significant differences with the interaction words between teachers and students. (p=0.342) the meaning activities also help the students' language output and learn from the mechanical activities. The language of the students has a significant difference (p=0.024).3) the type of teacher's question has an influence on the performance of the study behavior in the language use. In the two levels of words or phrases and simple sentences, the length of the students' answer to the closed question is longer than the answer to the open question (p=0.000). In the paragraph and the complex sentence level, two There is no significant difference (p=0.158). Based on the above research, this paper puts forward three suggestions: first, in cognitive students, teachers need to understand the characteristics of language learning behavior of Uygur middle school students, and carry out teaching design and Practice on their learning behavior tendency to stimulate their positive language learning behavior to the maximum extent. The effective language output. Second, in the field of activity design, teachers should pay attention to the significance and interaction of teaching activities, select the content and form of interactive teaching activities scientifically, fine class organization to start and maintain students' learning. Third, teachers should take root according to students' level and scientifically deal with closed and open problems. The relationship between them is to choose the problems that can meet the needs of students and adapt to students' abilities.

【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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