非英语专业少数民族大学生英语自我效能感研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-03-05编辑:lgg点击率:4679
论文字数:38273论文编号:org201603041005242877语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文少数民族大学生英语学习效能感英语学业成绩
摘要:本文是英语毕业论文,本研究旨在调查非英语专业少数民族大学生的英语学习自我效能感现状及其与学习者个人因素的关系,涉及性别、年级、性格、家庭背景及其与学业成绩的关系。
Chapter One Introduction
1.1 Research Background
College English Curriculum Requirements (CECR) published in 2007 advocate that college English should not only develops English learners’ skills in listening, speaking, reading and writing but also cultivates their learner autonomy, which means that Chinese college EFL learners can work at it actively. They can make plan, monitor the learning process and make evaluation on English study with independence and consciousness. Studies indicate that self-efficacy exerts great influence on learner autonomy. Schunk (1990) finds that learner autonomy is closely related with self-efficacy and it is one of the essential internal motivational factors in influencing learner autonomy. Zimmerman, Bandura and Martinez-Pons (1992) claim that self-efficacy has impact on learner autonomy through the learning process of goal setting, self-monitoring, learning
strategy, etc. Since the 1970s, there is a significant shift from the teacher-oriented classroom to learner-oriented classroom with the development of cognitive psychology. As a result, the individual differences have been paid more attention to in the past several decades. Self-efficacy, one of learner’s indispensable intrinsic factors, has significant influences on the English learning through affective, cognitive, motivational and selection processes. Self-efficacy is people’s judgment of their capabilities to organize and execute courses of action required to attain designated types of performance (Bandura & Schunk,1981). Since the birth of this concept, it has aroused extensive research interest among researchers in different fields.
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1.2 Research Purpose and Significance
Minority college students are different from Han nationality college students in many aspects. In some regions, they start to learn English in senior high school, or even some of them have never learned English before being enrolled into college. Besides, they are disturbed by language transfer of both Chinese and their mother tongue and the cultural differences among them. As a result, they are faced with tremendous challenges in English study. In order to promote their English learning, scarcity of research in this regard necessitates further studies to explore their current status of English self-efficacy and to find solutions to strengthen their beliefs towards their capabilities in English study. Thus, the study &n
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