山东省高考英语对高三学生学习动机和考试焦虑的反拨
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摘要
本文旨在研究山东省高考英语对省内高中学生个人因素的反拨效应问题。具体来说,旨在研究发现此考试是否对即将参加高考英语的高三学生的英语学习动机和考试焦虑产生反拨效应,并进一步研究这种反拨效应的方向是积极的还是消极的,以及此考试对上述两种变量产生何种程度的影响,并在此研究基础上就如何改进山东省的高考英语和高中英语的教与学提出有益的建议。
为了检验山东省高考英语对高三学生的英语学习动机和考试焦虑产生何种程度的反拨效应,本文将对以下两个方面的问题进行研究:
1.山东省高考英语在何种程度上对省内高三学生的英语学习动机产生反拨效应
2.山东省高考英语在何种程度上对省内高三学生的英语考试焦虑产生反拨效应
本研究运用了定量研究和定性研究相结合的方法,运用SPSS对1063名即将参加山东省高考英语考试的高三学生的问卷调查所取得的数据,他们在2007年高考英语中取得的考试成绩,以及对随机挑选出的其中有代表性的60名学生进行问卷后的采访所收集到的数据进行描述性分析、相关分析和回归分析。经研究发现:
1.高考英语对高三学生的英语学习动机产生相对强烈的反拨效应;但是,此考试是否对高三学生的英语考试焦虑产生同种程度的反拨效应还并不确定。
2.高考英语与高三学生的英语学习动机正相关,却与高三学生的英语考试焦虑负相关;其中,高考英语与高三学生的内在学习动机和考试焦虑的相关均具统计学意义上的显著性(p< .05)。
3.高考英语对高三学生的英语学习动机产生积极的影响,但对学生的英语考试焦虑产生消极的影响;其中,高考英语对高三学生的内在学习动机和考试焦虑产生的影响均具统计学意义上的显著性(p< .05)。
根据上述调查结果,本文试确认了山东省高考英语对省内高三学生的内在英语学习动机所产生的正向反拨和对其英语考试焦虑所产生的负向反拨均具统计学意义上的显著性。针对研究中所得结果,本文还对山东省的高考英语和高中英语的教与学的改革进行了一些建议性的讨论。
This dissertation aims to investigate washback of the National Matriculation English Test (NMET) on individual factors of high school students in Shandong province. Specifically, it aims to find out whether the test has effects on high school graduating students’learning motivation and test anxiety, and the extent to which the test influences these two variables, which is to give instructive suggestions on how to improve NMET and high school students’English teaching and learning in our province.
In order to do this investigation, two sub-research questions should be answered:
1) To what extent does NMET influence learning motivation of graduating students in high schools of Shandong province?
2) To what extent does NMET influence test anxiety of graduating students in high schools of Shandong province?
The study employed both quantitative and qualitative analyses. Data were provided by the questionnaire responded by 1063 graduating students selected from 6 representative high schools of Shandong province, their scores in NMET of 2007, and the interviews conducted to 60 representative students among them who were randomly selected for retrospective interviews after they had finished the questionnaire. SPSS was used to conduct descriptive statistics, correlation analysis and regression analysis.
The general research findings are as below:
1) NMET exerts a relatively strong washback effect on high school graduating students’learning motivation; but whether NMET exerts the same strong washback effect on high school graduating students’test anxiety or not isn’t so certain.
2) There is a positive correlation between NMET and high school graduating students’learning motivation; but the one between NMET and students’test anxiety is negative. And both the positive correlation between NMET and graduating students’intrinsic learning motivation as well as the negative correlation between NMET and students’test anxiety are statistically significant (p< .05).
3) NMET exerts positive washback effects on high school graduating students’learning motivation, but exerts negative ones on high school graduating students’test anxiety. And NMET’s washback effects on students’both intrinsic learning motivation and test anxiety are statistically significant (p< .05).
On the basis of research findings of the present study, we can get a conclusion that both positive washback effects of NMET on intrinsic learning motivation and negative washback effects of NMET on test anxiety of graduating students in high schools of Shandong province are statistically significant. Based on the above results, suggestive discussions have been made on the reform of NMET and high school students’English teaching and learning in our province.
为了检验山东省高考英语对高三学生的英语学习动机和考试焦虑产生何种程度的反拨效应,本文将对以下两个方面的问题进行研究:
1.山东省高考英语在何种程度上对省内高三学生的英语学习动机产生反拨效应
2.山东省高考英语在何种程度上对省内高三学生的英语考试焦虑产生反拨效应
本研究运用了定量研究和定性研究相结合的方法,运用SPSS对1063名即将参加山东省高考英语考试的高三学生的问卷调查所取得的数据,他们在2007年高考英语中取得的考试成绩,以及对随机挑选出的其中有代表性的60名学生进行问卷后的采访所收集到的数据进行描述性分析、相关分析和回归分析。经研究发现:
1.高考英语对高三学生的英语学习动机产生相对强烈的反拨效应;但是,此考试是否对高三学生的英语考试焦虑产生同种程度的反拨效应还并不确定。
2.高考英语与高三学生的英语学习动机正相关,却与高三学生的英语考试焦虑负相关;其中,高考英语与高三学生的内在学习动机和考试焦虑的相关均具统计学意义上的显著性(p< .05)。
3.高考英语对高三学生的英语学习动机产生积极的影响,但对学生的英语考试焦虑产生消极的影响;其中,高考英语对高三学生的内在学习动机和考试焦虑产生的影响均具统计学意义上的显著性(p< .05)。
根据上述调查结果,本文试确认了山东省高考英语对省内高三学生的内在英语学习动机所产生的正向反拨和对其英语考试焦虑所产生的负向反拨均具统计学意义上的显著性。针对研究中所得结果,本文还对山东省的高考英语和高中英语的教与学的改革进行了一些建议性的讨论。
This dissertation aims to investigate washback of the National Matriculation English Test (NMET) on individual factors of high school students in Shandong province. Specifically, it aims to find out whether the test has effects on high school graduating students’learning motivation and test anxiety, and the extent to which the test influences these two variables, which is to give instructive suggestions on how to improve NMET and high school students’English teaching and learning in our province.
In order to do this investigation, two sub-research questions should be answered:
1) To what extent does NMET influence learning motivation of graduating students in high schools of Shandong province?
2) To what extent does NMET influence test anxiety of graduating students in high schools of Shandong province?
The study employed both quantitative and qualitative analyses. Data were provided by the questionnaire responded by 1063 graduating students selected from 6 representative high schools of Shandong province, their scores in NMET of 2007, and the interviews conducted to 60 representative students among them who were randomly selected for retrospective interviews after they had finished the questionnaire. SPSS was used to conduct descriptive statistics, correlation analysis and regression analysis.
The general research findings are as below:
1) NMET exerts a relatively strong washback effect on high school graduating students’learning motivation; but whether NMET exerts the same strong washback effect on high school graduating students’test anxiety or not isn’t so certain.
2) There is a positive correlation between NMET and high school graduating students’learning motivation; but the one between NMET and students’test anxiety is negative. And both the positive correlation between NMET and graduating students’intrinsic learning motivation as well as the negative correlation between NMET and students’test anxiety are statistically significant (p< .05).
3) NMET exerts positive washback effects on high school graduating students’learning motivation, but exerts negative ones on high school graduating students’test anxiety. And NMET’s washback effects on students’both intrinsic learning motivation and test anxiety are statistically significant (p< .05).
On the basis of research findings of the present study, we can get a conclusion that both positive washback effects of NMET on intrinsic learning motivation and negative washback effects of NMET on test anxiety of graduating students in high schools of Shandong province are statistically significant. Based on the above results, suggestive discussions have been made on the reform of NMET and high school students’English teaching and learning in our province.
引文
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