高中生英语学习的非智力因素调查思考——以周口市恒大中学为例

发布时间:2021-11-11 18:53:08 论文编辑:vicky

本文是一篇英语论文,本研究旨在探讨高中生英语学习中的非智力因素。本研究旨在探讨非智力因素对高中生英语学习的影响。本研究通过以下问卷的回答收集数据:高中生英语学习中的非智力因素。共收集310份问卷,其中295份被测为有效问卷,295名高中生参加了本研究。


Chapter1 Introduction


1.1 Research Background

With  the  advent  of  industrialization  and  globalization  throughout  the  world, communication  and  cooperation,  culturally  or  economically,  between  nations  are becoming closer and deeper. As we can see, the age at which children learn English is getting  younger,  and  English  learning  has  played  a  more  important  role  in  foreign language teaching as an unstoppable expansion trend.

In  2011,  the  emphasis  of  the  Teaching  Requirements  for  Senior  Middle  school Students  Curriculum  is  not  only  put  on  developing  students’  a  certain  level  of comprehensive  language  competence,  but  also  cultivating  their  cognitive  ability, personality,  optimistic  attitude  and  evaluating  their  development  fairly  from  an all-round perspective. As we can see, the non-intelligence factors (interest, motivation, will,  requirements  etc)  are  the  focus  of  new  curriculum  among  the  many  aspects which might affect language ability of the students in senior middle school. However, the defects that exist in the traditional junior English classroom are obvious. 

The  main  reason  is  that  the  examination-oriented  education  has  seen  a  long history.  Thus  more  attention  is  placed  on  the  teaching  of  linguistic  knowledge  and grammar aspect in English class, the development of learner’s linguistic competence is  overlooked.  Besides,  rarely  consider  the  differences  of  individual  learners,  so teachers can’t find the interest  of each student and then explore their potential. To change  such  a  situation,  teachers  should  take  some  effective  teaching  methods  to strengthen  students’  interest  and  cultivate  their  non-intelligence  factors  in  studying English. 

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1.2 The Purposes of Research

On the basis of the prior researches, this study employs the quantitative methods with  questionnaire.  In  order  to  investigate  how  non-intelligence  factors  (motivation, emotion  and  will,  interest,  personality)  influence  the  English  study  of  senior  middle school students. The collected data are analyzed by the Statistical Package for Social Science  (SPSS,  version  20)  in  a  hope  to  find  out  the  main  causes  influencing  the students’ nonintelligence factors in the process of their English learning and to offer some  useful  advice  to  senior  middle  school  teachers  and  students  who  may  get  a better improvement on English teaching and learning. The study aims to find out the overall situation of senior middle school students’ non-intelligence factors in English study,  and  to  find  out  if  there  is  any  gender  and  grade  difference  in  senior  middle school students’ non-intelligence factors by using independent t-test.

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Chapter 2 Literature Review


2.1 Description of Non-intelligence Factors

There  are  two  parts  in  this  section,  which  are  definitions  and  functions  of non-intelligence  factors  that  effect  on  English  learning.  They  will  be  presented  in detail respectively as follows.

2.1.1 Definitions of Non-intelligence Factors

With  the  continuous  development  of  domestic  research  on  non-intelligence factors  and  abundance  of  related  theories,  the  debate  on  the  concept  of non-intelligence factors has not stopped. Non-intelligence factors are firstly proposed by an American psychologist W.P. Alexander. He generalized non-intelligence factors from the psychological structure of intellect and intelligence behaviors as follows: (1) All  kinds  of  intelligence  level  from  simple  to  complex  reflect  the  function  of non-intelligence  factors.  (2)  Non-intelligence  factors  are  a  necessary  part  of intelligence  behaviors.  (3)  Non-intelligence  factors  could  not  take  place  of  the  basic ability of intelligence factors, but could restrict the intelligence. (Alexander, 1935) 

In  the  early  1980s,  the  concept  of  non-intelligence  factors  was  introduced  into China.  Professor  Yan  Guocai  divides  non-intelligence  factors  into  three  gradations. The  first  one  is  general  sense  that  all  psychological  factors  can  be  called non-intelligence  factors  that  effect  on  learning  besides  intelligence  factors.  The second  one  is  non-intelligence  factors  in  narrow  sense  which  are  made  up  of  5 psychological elements, such as motivation, interest, affect, will, and personality. The last  one  is  detailed  intellectual  factors  which  have  12  factors,  namely,  achievement motivation,  learning  desire,  learning  enthusiasm;  self-confidence,  self-esteem, enterprising  spirit;  sense  of  responsibility,  sense  of  obligation,  sense  of  honor; self-control, self-independence and perseverance. (Yan Guocai, 1987) 

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2.2 Theoretical Foundation of the Present Study

2.2.1 The Input Hypothesis

Second language acquisition relates to the process of acquiring proficiency after the native tongue. In linguistic learning, people usually investigate its procedure and expect that relevant information about it can be used. And the main purpose of SLA is to  explain  and  describe  how  the  learner  can  obtain  the  language  ability  and  skills. People  research  it  mainly  from  two  areas,  learner-external  factors  and  learner language. The study of SLA may form in the late 1960s and early 1970s. A variety of SLA  researchers  debate  the  relationship  between  acquisition  and  studying  and  how they work in language courses. In 1982, American linguist S.D. Krashen put forward that there are two related systems in terms of language function. He argued that one is the acquired system that is subconscious. The other is the learned system which refers to conscious language knowledge. (Krashen, 1982)

At the beginning of 1980s, Krashen put forward famous “The Monitor Theory”, it  includes  the  Natural  Order  hypothesis,  the  Acquisition-learning  hypothesis,  the Monitor  hypothesis,  the  Affective  Filter  and  Input  hypothesis.  Krashen  explained these  five  hypotheses  in  detail  and  affirmed  the  critical  role  of  the  input  hypothesis (Krashen, 1982: 9). 

Table 3-1 Distribution of Valid Questionnaire

Table 3-1 Distribution of Valid Questionnaire

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Chapter3 Research Design .............................................. 17

3.1 Research Questions ..................................................... 17

3.2 Subjects ................................................ 17

Chapter 4 Research Results Analysis and Discussion................................. 23

4.1  Overall  Description  of  Senior  Middle  School  Students’  Non-intelligence Factors in English Learning ................................. 23

4.1.1 Achievement Motivation in English Learning .................................... 24

4.1.2 Cognitive Interest in English Learning ................................. 26

Chapter 5 Implications ...................................... 46

5.1 The basic knowledge of linguistics ......................................... 46

5.2 The roles of the teacher and students ............................ 46


Chapter 5 Implications


5.1 The basic knowledge of linguistics

The  two  most  important  questions  in  language  teaching  are:  what  to  teach  and how  to  teach.  Knowledge  of  linguistics  can  give  a  language  teacher  a  better understanding of what to teach because linguistics is about the internal structure of a language.  Grammar,  the  social  and  psychological  aspects  of  language  use,  and  the relationship among languages, both in history and in the present day, are all included in linguistics.  

“The  ‘theory’  of  language  with  which  the  teacher  operates  may  not  be consciously  formulated;  it  may  simply  be  implicit  in  the  teaching  traditions,  in  the concepts employed to talk about languages, in the way textbooks are arranged, or in the  content  and  formation  of  dictionaries  and  grammars;  but  it  is  hardly  imaginable that  a  language  could  be  taught  without  some  underlying  conception  of  the  general nature of language” (Stern 1983: 119). “The value of linguistics is that by increasing his  awareness  of  language.  It  makes  him  more  competent  and  therefore  become  a better language teacher” (Wilkins 1972:229). Obviously, all these are necessary for a good teacher of foreign languages. 

Table 3-2 Internal Reliability and Validity of the Questionnaire for Senior Middle School Students

Table 3-2 Internal Reliability and Validity of the Questionnaire for Senior Middle School Students

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Chapter 6 Conclusion


6.1 Summary of Major Findings

This  investigation  is  conducted  to  look  into  senior  middle  school  students’ non-intelligence  factors  in  English  learning.  It  aims  at  exploring  the  effect  of non-intelligence  factors  on  senior  middle  school  students’  English  learning.  In  this study,  the  data  is  collected  through  the  responses  of  the  following  questionnaire: Non-intelligence  Factors  for  Students  of  the  Senior  Middle  School  in  English Learning.  After  310  questionnaires  were  collected,  295  of  them  were  measured  as valid,  so  295  senior  middle  school  students  participate  in  the  study.  Through  the investigation, the three research questions proposed at the beginning of this thesis can be answered and the major findings are summarized as follows.

The first research question examines the overall situation of senior middle school students’ non-intelligence factors in English learning. The results of the present study show that among the five dimensions of non-intelligence factors in English learning, students have a relatively high level in cognitive interest and achievement motivation then  followed  by  learning  anxiety,  will  to  execl  others  and  learning  stamina.  The mean score of the whole questionnaire is 3.1798, indicating that senior middle school students’ non-intelligence factors are at a relatively medium level in English learning.

The second research question examines the gender and grade difference of senior middle school students’ non-intelligence factors in English learning. The results of the present study show that the overall situation of senior middle school female students’ non-intelligence factors is slightly higher than  male students. Taking the frequencies of the specific items into consideration, the female students’ non-intelligence factors are higher than male students in achievement motivation, learning anxiety and will to execl  others.  In  terms  of  grade  difference,  the  overall  situation  of  senior  Grade  one students’ non-intelligence factors is higher than Grade two and the difference is not significant  in  English  learning.  But  the  grade  difference  of  learning  anxiety  is extremely  significant  and  the  Grade  one  students  are  relatively  anxious  in  English learning.  For  Grade  one  students,  it  is  not  easy  to  adapt  themselves  to  their  new classmates  and  teachers.  Therefore,  fear of teacher’s and their classmates’ laugh or defiance, lack of confidence and high expectation of teacher and parents are the main causes of their higher learning anxiety. 

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