英语自我效能感在英语词汇学习策略运用中的研究
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摘要
自我效能感是指某人对自身能否成功地从事某项任务或某种行为活动的一种能力判断。而学生对英语学习或对从事与英语相关的活动任务所产生的能力感知就是英语自我效能感。自我效能感在学生们的学习成败以及个性品格方面都有着及其重要的影响。词汇学习策略是为促进对目标语词汇的内化、储存、提取和使用而有意识地采用的具体行为、步骤、技巧、方法或路子。所有的学生在词汇学习时都会有意无意地运用词汇学习策略。如果学生较少运用有效的学习策略，缺乏学习技能，那么他们不可能会对英语学习产生较大的自信。因而，学生在语言学习过程中的“效能”和“技能“都是取得学业成功必不可少的重要条件。
因此本研究对大学生的英语自我效能感和英语词汇学习策略进行了显著性和相关性的研究，以期获得显著结论，从而使教师对提高学生的英语业绩和个性品格有所启示。被试为大连大学的100名学生所在的四个组：英语专业一年级、三年级和非英语专业一年级、三年级学生，调查了他们的英语自我效能感，同时还探索了大学生的英语词汇学习策略使用情况，并且就英语自我效能感和英语词汇学习策略的关系进行了分析。所得数据均使用SPSS软件进行分析。
根据本次的研究目的，获得了以下结论：
(1)中国大学生英语自我效能感普遍较低。虽然大多数学生对他们自身学习英语的能力持有积极的态度，但是对可能取得的学习结果缺乏足够的信心。
(2)在总体的英语自我效能感方面，男女生之间不存在性别差异。但是在具体的英语词汇学习的自我效能感上，却存在着一定的性别差异。
(3)英语专业一年级、三年级和非英语专业一年级、三年级学生所在的四个组在词汇学习策略的使用情况上存在着一定的相似性和差异性。
(4)英语自我效能感与英语词汇学习策略运用之间存在显著正相关关系。所有的元认知策略，大部分的认知策略和情感策略都与英语自我效能感呈及其显著正相关，但英语自我效能感与社会策略之间的相关性不显著。
Self-efficacy refers to beliefs about one's ability to perform any given task or behavior successfully. Students' perceived abilities in English learning or performing English related activities are referred as English self-efficacy. Their self-efficacy exerts significant influence on their learning success and personal qualities. Vocabulary Learning Strategies are specific behaviors, steps, techniques, methods or approaches that students use to facilitate their progress in internalizing, storing, recalling and using the target language vocabulary. In fact, all the students will use some kinds of strategies when they are learning vocabulary. If they seldom employ some efficient learning strategies and sufficient learning skills to help their studies, students cannot get much confidence in English learning. Therefore, both their wills and their skills in language learning are indispensable to students' academic success.
This thesis attempts to carry out a research on English self-efficacy and Vocabulary Learning Strategies in the hope of getting significant results, thereby giving implications for teachers in the improvement of students' English performance and personal qualities. All the 100 students are from Dalian University. They are divided into 4 different groups: both English majors and Non-English majors in Grade 1 and 3 respectively. This thesis studies the English self-efficacy and Vocabulary Leaning Strategies use. Meanwhile, it explores the correlations between them. Data from the questionnaire are calculated by SPSS.
In accordance with the research purposes, the following findings are obtained:
(1) Chinese university students have low self-efficacy beliefs about English learning. Even though most students hold positive views about their capabilities in English learning, they are not so confident in the learning outcomes they produced.
(2) The differences between two genders on the sense of general English self-efficacy are not found. However, when narrowing down the attention to the effects of self-efficacy in vocabulary learning specifically, there are significant gender differences.
(3) There are similarities and differences between the four different groups in the use of Vocabulary Learning Strategies.
(4) Significant and positive correlations are discovered among English self-efficacy and the use on Vocabulary Learning Strategies. All the Metacognitive Strategies, most Cognitive Strategies and Affective strategies are correlated significantly with English self-efficacy. While English self-efficacy has no significant relations with Social strategies.
因此本研究对大学生的英语自我效能感和英语词汇学习策略进行了显著性和相关性的研究，以期获得显著结论，从而使教师对提高学生的英语业绩和个性品格有所启示。被试为大连大学的100名学生所在的四个组：英语专业一年级、三年级和非英语专业一年级、三年级学生，调查了他们的英语自我效能感，同时还探索了大学生的英语词汇学习策略使用情况，并且就英语自我效能感和英语词汇学习策略的关系进行了分析。所得数据均使用SPSS软件进行分析。
根据本次的研究目的，获得了以下结论：
(1)中国大学生英语自我效能感普遍较低。虽然大多数学生对他们自身学习英语的能力持有积极的态度，但是对可能取得的学习结果缺乏足够的信心。
(2)在总体的英语自我效能感方面，男女生之间不存在性别差异。但是在具体的英语词汇学习的自我效能感上，却存在着一定的性别差异。
(3)英语专业一年级、三年级和非英语专业一年级、三年级学生所在的四个组在词汇学习策略的使用情况上存在着一定的相似性和差异性。
(4)英语自我效能感与英语词汇学习策略运用之间存在显著正相关关系。所有的元认知策略，大部分的认知策略和情感策略都与英语自我效能感呈及其显著正相关，但英语自我效能感与社会策略之间的相关性不显著。
Self-efficacy refers to beliefs about one's ability to perform any given task or behavior successfully. Students' perceived abilities in English learning or performing English related activities are referred as English self-efficacy. Their self-efficacy exerts significant influence on their learning success and personal qualities. Vocabulary Learning Strategies are specific behaviors, steps, techniques, methods or approaches that students use to facilitate their progress in internalizing, storing, recalling and using the target language vocabulary. In fact, all the students will use some kinds of strategies when they are learning vocabulary. If they seldom employ some efficient learning strategies and sufficient learning skills to help their studies, students cannot get much confidence in English learning. Therefore, both their wills and their skills in language learning are indispensable to students' academic success.
This thesis attempts to carry out a research on English self-efficacy and Vocabulary Learning Strategies in the hope of getting significant results, thereby giving implications for teachers in the improvement of students' English performance and personal qualities. All the 100 students are from Dalian University. They are divided into 4 different groups: both English majors and Non-English majors in Grade 1 and 3 respectively. This thesis studies the English self-efficacy and Vocabulary Leaning Strategies use. Meanwhile, it explores the correlations between them. Data from the questionnaire are calculated by SPSS.
In accordance with the research purposes, the following findings are obtained:
(1) Chinese university students have low self-efficacy beliefs about English learning. Even though most students hold positive views about their capabilities in English learning, they are not so confident in the learning outcomes they produced.
(2) The differences between two genders on the sense of general English self-efficacy are not found. However, when narrowing down the attention to the effects of self-efficacy in vocabulary learning specifically, there are significant gender differences.
(3) There are similarities and differences between the four different groups in the use of Vocabulary Learning Strategies.
(4) Significant and positive correlations are discovered among English self-efficacy and the use on Vocabulary Learning Strategies. All the Metacognitive Strategies, most Cognitive Strategies and Affective strategies are correlated significantly with English self-efficacy. While English self-efficacy has no significant relations with Social strategies.
引文
[1] 黄远振．《新课程英语教与学》．福建；福建教育出版社，2003．
[2] Bandura, A. Self-efficacy: The exercise of control. New York: Freeman, 1997.
[3] Ellis, R. The study of second language acquisition. Shanghai: Shanghai Foreign Language Education Press, 1994.
[4] Zimmerman, Barry J. Self-efficacy: An Essential Motive to Learn. Contemporary Educational Psychology 25, 82-91, 1999.
[5] Multon, K.D., Brown, S.D., and Lent, R.W. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 34-28, 1991.
[6] 肖志玲．大学生学业自我效能感与成就动机关系研究．华中师范大学，2002．
[7] 王永跃．中学生人格特质、自我效能、学习策略、动机与学业成绩之关系研究．陕西师范大学，2002．
[8] 姬彦红．高中英语学习策略发展与可控心理因素研究．中国优秀博硕士学位论文全文数据库，Y46437，南京师范大学．
[9] 刘继茹，小学生自我效能感、学习动机、学习策略与学习成绩的相关研究．天津师范大学，2002．
[10] Wilkins, D. A. Linguistics in Language Teaching. London: Edward Arnold Lord, 1985.
[11] Widdowson, H. G. Teaching Language as Communication. Oxford: Oxford University Press, 1978.
[12] Laufer, B. Possible Changes in Attitude towards Vocabulary Acquisition Research. 1986.
[13] McCarthy, M. Vocabulary. Oxford: Oxford University Press, 1990.
[14] 夏利亚．非英语专业词汇学习策略研究对英语学习的影响．《江苏大学学报》(高教研究版)第4期，2002．
[15] Chularut, P. & Debacker, T.K. The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology29, 248-263, 2004.
[16] Pajares. Relation between achievement goals and self-beliefs of middle school students in writing and science Contemporary Educational Psychology25, 406-422,2000.
[17] Oxford, R. L. Language Learning Strategies: What Every Teacher Should Know. Boston: Newbury House, 1990.
[18] 丰玉芳．英语专业高低年级学生词汇学习策略比较研究．外语界，2003，(2)．
[19] 张烨．非英语专业本科生英语词汇学习策略的调查．《解放军外国语学院学报》，2003，(4)．
[20] Bachman, L. F. Fundamental considerations in language testing. Oxford: Oxford University Press, 1990.
[21] Bandura, A. Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall, 1986.
[22] Ehrman. A brief overview of individual differences in second language learning. System 31,313-330, 2003.
[23] Pajares, F. & Schunk, D. H. The Development of Academic Self-efficacy. In Wigfield & Eccles (Eds.), Development of Academic Motivation. San Diego: Academic Press, 2001.
[24] Pintrich & Schunk. The effects of autonomy on motivation and performance in the college classroom. Contemporary educational psychology21, 477-486, 1996.
[25] Schunk, D. H. Self-efficacy for learning and performance. Paper presented at the meeting of the American Educational Research Association, New York, April 1996.
[26] Bouffard-Bouchard, T, Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology139, 353-363, 1990.
[27] Bandura, A. Self-efficacy. In H. Friedman [Ed.] , Encyclopedia of mental health. San Diego: Academic Press, 1998.
[28] 边玉芳．学习的自我效能．杭州：浙江教育出版社，2004．
[29] Rubin, J. Learning Strategies: Theoretical Assumptions, Research History and Typology. Learner Strategies in Language Learning, 1987.
[30] Chamot, A. U. The learning strategies of ESL students. In A. Wenden and J. Rubin (Eds.) Learner Strategies in Language Learning. New York: Prentice Hall, 1987.
[31] Cohen, A.D. Language Learning: Insights for Learners, Teachers and Researchers. New York: Newbury House, 1990.
[32] 文秋芳．英语学习者动机、观念、策略的变化规律与特点．《外语教学与研究》(外国语文双月刊)第2期，2001．
[33] O'Malley, J. M. and Chamot, A.U. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
[34] Wilkins, D.A. Vocabulary. Linguistics in Language Teaching. London: Edward Arnold Lord, 1972.
[35] Sanaoui, R. Learning Vocabulary in Second Languages. The Modern Language Journa179, 1995.
[36] Norbert Schmitt. Vocabulary learning strategies. In Norbert Schmitt (ed.) Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press, 1997.
[37] Anderson, J. R. The architecture of cognition. Cambridge, Mass: Harvard University Press, 1983.
[38] Anderson, J. R. Cognitive psychology and its implications. New York: Freeman, 1985.
[39] Weinstein, C. and R. Mayer. The teaching of learning strategies. In Wittrock, M. (ed.) Handbook of research on teaching. New York: Macmilan, 1986.
[40] 周勇、董奇．学习动机、归因、自我效能感与学生自我监控学习行为的关系研究．《心理发展与教育》第3期，1994．
[41] 王凯荣，辛涛，李琼．中学生自我效能感、归因与学习成绩关系的研究．心理发展与教4，22-25，1999．．
[42] 王永跃．，中学生人格特质、自我效能、学习策略、动机与学业成绩之关系研究．陕西师范大学，2002．
[43] 王振宏，刘萍．动机因素、学习策略、智力水平对学生学业成就的影响，心理学报32(1)，65-69，2000．
[44] 沈洁，小学生学业困难生自我效能提高实验研究．扬州大学，2003．
[45] 张琛慧，言语表扬对于中国大学生英语学习的自我调控和自我效能的影响，(硕士论文，天津师范大学，2002)，中国优秀博硕士学位论文全文数据库，w000128．
[46] Gu Yongqi, and RK. Johnson. Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning46:4:643-679, 1996.
[47] 林敏．非英语专业本科生词汇记忆与观念、策略．四川外语学院学报，2003(1)．
[48] 吴霞，王蔷．非英语专业本科生词汇学习策略．《外语教学与研究》，1998(1)．
[49] Schunk, D.H. Self-efficacy and Classroom Learning. Psychology in the Schools22, 208-223, 1985.
[50] 胡桂英、许白华．中学生学习自我效能感、学习策略与学业成就的关系．《浙江大学学报》(理学版)，第30卷第4期，2003．
[51] Nae-Dong Yang, N.D. The relationship between EFL learners' beliefs and learning strategy use. System 27,515-535, 1999.
[52] 张日晟，袁莉，大学生外语焦虑，自我效能与外语成绩的关系心理发展与教育(3)，56—61，2004．
[53] Pajares, F. Overview of social cognitive theory and of self-efficacy, 2002.
[54] 王文字．观念、策略与英语词汇记忆．《外语教学与研究》，1998(1)．
[55] Asher, J. Learning Another Language Through Actions. Los Gatos, CA: Sky Oaks, 1997.
[56] Skehan. A Cognitive Approach to Language Learning. Shanghai Foreign Language Education Press, 1998.
[57] Wolters, C.A, Yu, S.L.& Pintrich, P.R. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and individual differencesS(3), 211-238, 1996.
[58] 解利群．两所大学理工科学生英语学习策略与学习成绩．西安交通大学，2002．
[59] Nation, Teaching and Learning Vocabulary. New York: Newbury House, 1990.
[60] Coady, J. Research on ESL/EFL vocabulary acquisition: Putting it in context. Second language reading and vocabulary learning, 3-23, 1993.
[61] Krashen, S. We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis Modern Language Journa173:440-464, 1989.
[2] Bandura, A. Self-efficacy: The exercise of control. New York: Freeman, 1997.
[3] Ellis, R. The study of second language acquisition. Shanghai: Shanghai Foreign Language Education Press, 1994.
[4] Zimmerman, Barry J. Self-efficacy: An Essential Motive to Learn. Contemporary Educational Psychology 25, 82-91, 1999.
[5] Multon, K.D., Brown, S.D., and Lent, R.W. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 34-28, 1991.
[6] 肖志玲．大学生学业自我效能感与成就动机关系研究．华中师范大学，2002．
[7] 王永跃．中学生人格特质、自我效能、学习策略、动机与学业成绩之关系研究．陕西师范大学，2002．
[8] 姬彦红．高中英语学习策略发展与可控心理因素研究．中国优秀博硕士学位论文全文数据库，Y46437，南京师范大学．
[9] 刘继茹，小学生自我效能感、学习动机、学习策略与学习成绩的相关研究．天津师范大学，2002．
[10] Wilkins, D. A. Linguistics in Language Teaching. London: Edward Arnold Lord, 1985.
[11] Widdowson, H. G. Teaching Language as Communication. Oxford: Oxford University Press, 1978.
[12] Laufer, B. Possible Changes in Attitude towards Vocabulary Acquisition Research. 1986.
[13] McCarthy, M. Vocabulary. Oxford: Oxford University Press, 1990.
[14] 夏利亚．非英语专业词汇学习策略研究对英语学习的影响．《江苏大学学报》(高教研究版)第4期，2002．
[15] Chularut, P. & Debacker, T.K. The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology29, 248-263, 2004.
[16] Pajares. Relation between achievement goals and self-beliefs of middle school students in writing and science Contemporary Educational Psychology25, 406-422,2000.
[17] Oxford, R. L. Language Learning Strategies: What Every Teacher Should Know. Boston: Newbury House, 1990.
[18] 丰玉芳．英语专业高低年级学生词汇学习策略比较研究．外语界，2003，(2)．
[19] 张烨．非英语专业本科生英语词汇学习策略的调查．《解放军外国语学院学报》，2003，(4)．
[20] Bachman, L. F. Fundamental considerations in language testing. Oxford: Oxford University Press, 1990.
[21] Bandura, A. Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall, 1986.
[22] Ehrman. A brief overview of individual differences in second language learning. System 31,313-330, 2003.
[23] Pajares, F. & Schunk, D. H. The Development of Academic Self-efficacy. In Wigfield & Eccles (Eds.), Development of Academic Motivation. San Diego: Academic Press, 2001.
[24] Pintrich & Schunk. The effects of autonomy on motivation and performance in the college classroom. Contemporary educational psychology21, 477-486, 1996.
[25] Schunk, D. H. Self-efficacy for learning and performance. Paper presented at the meeting of the American Educational Research Association, New York, April 1996.
[26] Bouffard-Bouchard, T, Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology139, 353-363, 1990.
[27] Bandura, A. Self-efficacy. In H. Friedman [Ed.] , Encyclopedia of mental health. San Diego: Academic Press, 1998.
[28] 边玉芳．学习的自我效能．杭州：浙江教育出版社，2004．
[29] Rubin, J. Learning Strategies: Theoretical Assumptions, Research History and Typology. Learner Strategies in Language Learning, 1987.
[30] Chamot, A. U. The learning strategies of ESL students. In A. Wenden and J. Rubin (Eds.) Learner Strategies in Language Learning. New York: Prentice Hall, 1987.
[31] Cohen, A.D. Language Learning: Insights for Learners, Teachers and Researchers. New York: Newbury House, 1990.
[32] 文秋芳．英语学习者动机、观念、策略的变化规律与特点．《外语教学与研究》(外国语文双月刊)第2期，2001．
[33] O'Malley, J. M. and Chamot, A.U. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
[34] Wilkins, D.A. Vocabulary. Linguistics in Language Teaching. London: Edward Arnold Lord, 1972.
[35] Sanaoui, R. Learning Vocabulary in Second Languages. The Modern Language Journa179, 1995.
[36] Norbert Schmitt. Vocabulary learning strategies. In Norbert Schmitt (ed.) Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press, 1997.
[37] Anderson, J. R. The architecture of cognition. Cambridge, Mass: Harvard University Press, 1983.
[38] Anderson, J. R. Cognitive psychology and its implications. New York: Freeman, 1985.
[39] Weinstein, C. and R. Mayer. The teaching of learning strategies. In Wittrock, M. (ed.) Handbook of research on teaching. New York: Macmilan, 1986.
[40] 周勇、董奇．学习动机、归因、自我效能感与学生自我监控学习行为的关系研究．《心理发展与教育》第3期，1994．
[41] 王凯荣，辛涛，李琼．中学生自我效能感、归因与学习成绩关系的研究．心理发展与教4，22-25，1999．．
[42] 王永跃．，中学生人格特质、自我效能、学习策略、动机与学业成绩之关系研究．陕西师范大学，2002．
[43] 王振宏，刘萍．动机因素、学习策略、智力水平对学生学业成就的影响，心理学报32(1)，65-69，2000．
[44] 沈洁，小学生学业困难生自我效能提高实验研究．扬州大学，2003．
[45] 张琛慧，言语表扬对于中国大学生英语学习的自我调控和自我效能的影响，(硕士论文，天津师范大学，2002)，中国优秀博硕士学位论文全文数据库，w000128．
[46] Gu Yongqi, and RK. Johnson. Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning46:4:643-679, 1996.
[47] 林敏．非英语专业本科生词汇记忆与观念、策略．四川外语学院学报，2003(1)．
[48] 吴霞，王蔷．非英语专业本科生词汇学习策略．《外语教学与研究》，1998(1)．
[49] Schunk, D.H. Self-efficacy and Classroom Learning. Psychology in the Schools22, 208-223, 1985.
[50] 胡桂英、许白华．中学生学习自我效能感、学习策略与学业成就的关系．《浙江大学学报》(理学版)，第30卷第4期，2003．
[51] Nae-Dong Yang, N.D. The relationship between EFL learners' beliefs and learning strategy use. System 27,515-535, 1999.
[52] 张日晟，袁莉，大学生外语焦虑，自我效能与外语成绩的关系心理发展与教育(3)，56—61，2004．
[53] Pajares, F. Overview of social cognitive theory and of self-efficacy, 2002.
[54] 王文字．观念、策略与英语词汇记忆．《外语教学与研究》，1998(1)．
[55] Asher, J. Learning Another Language Through Actions. Los Gatos, CA: Sky Oaks, 1997.
[56] Skehan. A Cognitive Approach to Language Learning. Shanghai Foreign Language Education Press, 1998.
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