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。
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%.
引文
[1]郭成.青少年学业自我研究[D].重庆:西南大学教育科学研究所博士论文,2006,5:13
[2]ShaveIson,R.J.ect.Validation of construct interrelation[J].Review of Educational Research,1976,20:407-441
[3]中华人民共和国教育部.全日制义务教育普通高级中学英语课程标准(实验稿).北京师范大学出版社,2001
[4]黄希庭.心理学导论[M].人民教育出版社,1991年5月:470-471
[5]Holdcroft,D.,Saussure:Sign,System,Arbitrariness,Cambridge University press,1991
[6]D.Sperber&D.Wilson:Relevance:Communication and Cognition.Oxford:Basil Blackwell,1986
[7]桂诗春.中国学生英语学习心理[M].湖南教育出版社,1992年12月:16
[8]桂诗春.中国学生英语学习心理[M].湖南教育出版社,1992年12月:4
[9]S.D.Krashen,The Input Hypothesis[M].Essex:Longman Group Limited,1985
[10]马寅初等著.教育部师范教育司组织评.中学英语教学心理研究[M].湖南师范大学出版社,2003(1):17
[11]刘玉新.业自我概念研究概述[J].吉林省教育学院学报,2007(5):9
[12]Lau,I.C.et al.Toward a hierarchical,multidimensional English self-concept[J].Joumal of Educational Psychology,1999(91):747-755
[13]王初明.自我概念与外语语音学习假设[J].外语教学与研究(外国语文双月刊),2004(1):56-63
[14]Cordes C L,Dougyerty T W.A review and an integration of re-search on job burnout.Academy of Management Review,1993,18(4):621-656
[15]赵玉芳,毕重增.中学教师职业倦怠状况及影响因素的研究.心理发展与教育.2003,19(2):80-83
[16]唐杰,肖龙福.中国中学生英语学习中情感因素的调查研究[D].山东师范大学,2006:4
[17]黄蔷.中国中学生外语焦虑研究-以全国英语高考成绩为例[D].广东外语外贸大学,2002:18
[18]答会明.初中生英语学业成绩影响因素的因果模型[J].心理科学,2005,28(4):984-988
[19]杨洪猛,于萍,傅金芝.汉族、纳西族、彝族中学生英语学习焦虑状况调查.中国心理卫生杂志2004年第18卷第3期:205
[20]彭凤辉.论激发中学生英语学习动机的教学策略[D].湖南师范大学硕士学位论文,2006:46
[21]唐杰,肖龙福.中国中学生英语学习中情感因素的调查研究[D].山东师范大学硕士学位论文,2006:4
[22]吴秀春.兴趣--中学生英语学习的先行军[J].前沿论坛,2007,4:118
[23]梁学东.中学生英语学习的心理障碍及其排除[J].安庆师范学院学报(社会科学版),2007:142
[24]高平.中学生英语学习中元认知策略的培训[D].东北师范大学硕士学位论文,2006:10
[25]葛明贵,晋玉.中学生英语学习策略水平及其与英语学业成绩的相关研究[J].心理科学,2005,28(2):451-453
[26]李洁宏.中学生语言学习策略运用及其与英语成绩的关系[D].江西师范大学硕士学位论文,2004:18-20
[27]李荣婿.中学生英语学习策略使用状况调查研究[D].首都师范大学硕士学位论文,2005:19-21
[28]魏明.城乡中学生英语学习策略运用的对比研究[D].南京师范大学硕士学位论文,2004(11):13
[29]方建移,邵瑞珍.中学生英语词汇记忆的策略训练研究[J].应用心理学,1996,2(2):3-9
[30]赵晖.运用任务型教学泫培养中学生英语学习的动机[D].辽宁师范大学,2006:27
[31]彭凤辉.论激发中学生英语学习动机的教学策略[D].湖南师范大学.2006:2
[32]姚梅林.吴建民.庞晖.初中生英语词汇记忆策略的研究[J].心理科学2000,23(6):685
[33]黄英.对中学生记忆英语单词编码方式发展的实验研究[J].心理科学,1991(6):22
[34]吕红梅,姚梅林等.英语阅读中单词注释对词汇学习的影响研究[J].心理科学,2005,28(6):1415-1417
[35]唐杰,肖龙福.中国中学生英语学习中情感因索的调查研究[D].山东师范大学,2006:4
[36]黄蔷.中国中学生外语焦虑研究--以全国英语高考成绩为例[D],广东外语外贸大学,2002:18
[37]华雪清.在高中英语教学中学生自主学习能力培养的实验研究[D].福建师范大学,2006:12
[38]张野,张焕.初中生英语自我效能感与知觉到的教师期望、英语成绩的关系[J].心理科学,2008,31(1):230-233
[39]雷玉翠.谈中学生英语自主学习能力的培养[J].外语教学与研究,2007(41):111
[40]常蕾.谈英语教学中学生自主学习能力的培养策略[J].牡丹江师范学院学报(哲社版),2006,3:114
[41]郝彩云.运用自主学习理论促进中学生英语阅读能力的培养[J].陕西师范大学学报(哲学社会科学版)2007,9
[42]朱志敏,程素萍.在英语听力学习策略训练中培养中学生元认知能力的个案研究[J].教育理论与实践,2006,10:19-21
[43]Redd,Z.,Cochran,S.,Hair,E.,Moore,K.Acdemic achievement programs and youth development:A synthesis[M]..Prepared for the Ddna McConnell Clark Foundations.Washington,DC:Child Trends.2001
[44]House JD.The relationship between academic self-concept,achievement-related expectancies and college at trition.Joural of College Student Development,1992,33:5-10
[45]Bong,M.and Clark,R.E.Comparision between self-concept and self-efficacy in academic motivation research,Educ.Psychol.1999,34:139-154.
[46]EeelesJ.S.&Wigfied.A.In the mind of theacher:The structure of adolescents achievement task values and expectancy-related beliefs.Pers.Soc.Psychol.Bull,1995,3:215 -225.
[47]林崇德,杨治良,黄希庭.心理学大辞典[M].上海教育出版社,2003:1492
[48]郭成.青少年学业自我研究[D].重庆:西南大学教育科学研究所博士论文,2006,5:15-16
[49]Marsh,H.W.&R.LSelf-eoncept:Its multifaceted,hierarchical structure[J].Educational Psychologist,1985(20):107-125.
[50]Marsh,H.W.,Byrne,B.M.&Shavelson,R.J.Muiltimensional academic self-concept:it's hierarchical structure and relation with the academic achievement[J].Journal of Educational Psychology.,1988(80)366-380.
[51]Marsh,H.W.,Hong,C.K.&Hau,K.T.Extension of the internal/external frame of reference model of self-concept formation:importance of native and nonnative languages for Chinese students[J].Journal of Educational Psychology.2001(93):545-553
[52]王初明.英语语音自我概念与实际英语语音水平[J].外语界,2004,103(5):62-47
[53]潘春梅.从英语语音看重要他人评价与英语自我概念的关系[J].基础英语教育,2007年2月
[54]卿凌冲学生英语学业自我的特点及其相关研究[D].西南大学教育科学研究所硕士学位论文,2007
[55]马冬梅.中国英语专业大学生英语自我概念的结构和特点[D].广东外语外贸大学硕士学位论文.2003
[56]黄小妹.高职学生的英语自我概念与其英语学习成绩的关系的研究[D].江西师范大学课程与教学论硕士学位论文,2007
[57]Brookover,W.B.,Erickson,E.L.,&Joiner,L.M.(1967).Self-concept of ability and school achievement Ⅲ.USOE Cooperative Research Report,Project No.2831.East Lansing:Michigon State University.
[58]转引郭成.青少年学业自我研究[D].重庆:西南大学教育科学研究所博士论文,2006,5,34-42
[59]Pan,W.English pronunciation self-concept:Its effectson Chinese-speaking EFL learnings[M].MA thesis.Guangdong University of Foreign Studies,2003
[60]沈静,姚本先.西方学业自我概念研究的回顾与反思[J].江苏大学学报(高教研究版),2006年4月:25
[61]转引郭成.青少年学业自我研究[D].重庆:西南大学教育科学研究所博士论文,2006,5,16
[62]Bong,M.,&Clark,R.E.(1999).Comparison between self-concept and self-efficacy in academic motivation research.Educ.P sychol.,34,139-154
[63]Schunk,D.H.(1991).Self-efficacy and academic motivation.Educational Psychologist,26,207-231
[64]胡云.中学生英语学习自我效能感研究[D].江西师范大学硕士学位论文,2005,9
[65]Horwitz EK," preliminary.Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale." In to Language Anxiety,In;Horwitz EK,Young DJ,eds.Theory and Research to Classroom Implications.Englewood Cliffs:Prentice Hall,1991
[66]杜雪琴,高一学生英语学习课堂焦虑[D].内蒙古师范大学硕士学位论文,2005,1
[67]岳滔.初中生身心健康调查量表的初步修订[D].湖南大学硕士学位论文.2007:13
[68]Redd,Z.,Cochran,S.,Halr,E.,Moore,K.Academic achievement programs and youth development:A synthesis[M].Prepared for the Ddna McConnell ClarkFoundations.Washington,DC:Child Trends.2001
[69]Byrne B.M.The general/academic self-concept nomological network:A review of construct validation research[J],Reviewof Educational Research,1984(54):427-456
[70]冯正值.中学生心理素质成分及其发展特点研究[D].重庆:第三军医大硕士论文.1999
[71]Marsh,H.W.,Hong,C.K.&Hau,K.T.Longitudinal Multilevel Modeling of the Big-Fish-Little-Pond Effects on Academic Self-Concept;Counterbalancing Social Comparison and Reflected-Glory Effects in Hong Kong High Schools[J].Journal of Personalityand Social Psychology.2000(78),337-349
