On the Correlation between Achievement Goal Orientation and English Reading Strategies in High School (硕士论文) .doc
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1、On the Correlation between Achievement Goal Orientation and English Reading Strategies in High School 51Acknowledgements This thesis is the product of a diligent collaboration between the author and a select group of teachers and students in the 87 high school in Xian, and was made possible with the
2、 generous support and assistance of my supervisor: Prof. Shi luoxiang. My deepest gratitude goes first and foremost to these respectable people, without their consistent and illuminating instruction, this thesis could not have reached its present form.Second, I would like to express my heartfelt gra
3、titude to Professors of Foreign Language College of Shaanxi Normal University: Prof. Hou Yuhai, Prof. Wang Maojin, Prof. Liao Daosheng, Prof. Xi Qingxia, Prof. Duan Yarong, who led me into the world of the study. I am also greatly indebted to the professors and teachers at the Department of English:
4、 Prof. Sun Jian, Prof. Xue Jinqiang, Prof. He Junjie, Prof. Chen Gang and Prof. Zhang Sirui, who have instructed and helped me a lot in the first year I came to the school. Thirdly , my thanks would go to my beloved husband, Zhang Wenan, who gave me a lot help as a history professor of the western c
5、ulture, and my lovely daughter, Zhang Tingyu, for their loving considerations and great confidence in me all through the three years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during t
6、he difficult course of the thesis. Finally, a special thanks also goes to the staff who helped me in the development of the thesis product.AbstractThis thesis explores the correlation between Achievement Goal Orientation (AGO) and English Rearning Strategies (ERS) in high school. The results indicat
7、e that the achievement goal orientations can significantly stimulate students English reading motivation by reading strategies, which shows prominent prospect in English teaching and learning .Great changes have taken place in theory and practice of foreign language teaching over the last twenty yea
8、rs. These changes have resulted in the development of educational theories and technology,of the way we think about foreign language learning and efficiency of second language learning.As the focus of research shifts from teaching to learning,more and more attention is paid to the individual languag
9、e learner. Learning to read is crucial for every student,since the acquisition of the reading skills opens up new possibilities for exploring the west world and communicating with people from other cultural background. Furthermore, the high proportion of reading comprehension in almost all kinds of
10、tests both home and abroad indicates that reading ability is a reliable criterion to test the learners language level.Having an eye to the situation of the rote methods of learning in present high school, the author tries to explore the correlation between achievement goal orientations and English r
11、eading strategies . Meanwhile , the author tries to instroduce some reading strategies to students according to their different achievement goal orientations.This research,based on the principles of achievement goal orientations,reveals that the training of the students to use reading strategies in
12、senior high school has positive effects on both teachers and students. It can raise the students learning motivation in their English reading,and their language proficiency is considerably improved. It also helps the teacher reconsider their teaching methods, and thus consciously endeavor to improve
13、 them.The guiding theory of this paper, the issue of achievement goal orientations of the Western Education and Psychology is an important topic. Foreign scholars, started a multi-faceted discussion around the school work. Many research revealed that some of these phenomena and laws, but also left m
14、any questions and gaps. In China the study on correlation of achievement goal orientations and learning strategies only remain in the psychology, the current success of English reading strategies and AGO targeting the theoretical reference is also very limited. This study based on previous theories,
15、 investigates integratedly the students learning effects from the two sides both achievement goal orientations and reading strategies. This study examines the relationship between the different goal orientations and learning strategies, mainly questionaires and language reading tests are utilized fo
16、r sophomores in high school to examine their English reading achievement of learning goal orientation status, differences and the extent to which the achievement goal orientations are improved after the reading strategies are trained.Main conclusions are:(1) There are three differences in achievemen
17、t goal orientations: Mastery of academic honors student is approaching the main goal orientation; Academic achievement is mainly a general health approach goal orientation; Difficulties are mainly success-avoidance goal orientation;(2) Training students English reading strategies based on their AGO
18、could improve teaching effectiveness;(3) Buiding students achievement goal orientations on English reading ability has a significant role on the interest in English learning;(4) New English class Standard aims at teaching students the capacity for lifelong learning . the study of the correlation bet
19、ween student AGO and reading strategies not only improves the students reading ability, but also explores the theory and practice for independent learning, lifelong learning, and for the implementation of the new curriculum it also has a positive effect.Key words: achievement goal orientations,effec
20、ts of learning,learning motivation, reading strategies 摘 要本论文旨在探索高中生成就目标定向与英语阅读策略的相关性。作者的研究目的试图说明通过成就目标定向进行阅读策略的训练能有效激发学生的英语阅读动机,这一点在英语教学中对提高教学效果有着重要的意义与前景。从20世纪80年代以来,外语教学的理论研究与实践均有很大转变,这些转变体现在教育理论与教学辅助技术的提高方面,以及我们对于有效学习外语或第二语言学习方法的反思上。随着研究焦点从教学研究转向学习研究,越来越多的注意力放在了个体语言学习者身上,阅读能力是每个学生语言学习的关键,阅读技能的提高
21、为学生了解西方世界、与英语文化背景的人们交流打开了大门。据统计,国内外语言测试中,阅读理解都占有很高的比例,这说明阅读能力是测试学习者语言水平的一个普遍的标准。鉴于目前高中学生学习方法的机械模式,作者尝试探索成就目标定向与英语阅读策略的相关性,尝试根据学生的不同成就目标定向指导学生掌握一些行之有效的阅读策略。本研究基于目标定向的原理对高中学生进行阅读策略的训练,此训练对师生均有积极的促进作用,既能提升学生的英语阅读学习动机,又能使他们的语言更加熟练,并促使老师努力思考改进教学方法。本论文的指导理论成就目标定向是西方教育学和心理学研究的一个重要课题,国外学者围绕着学业求助展开了多方位的探讨。大量
22、的研究揭示了其中的一些现象和规律,但也留下了许多问题和空白。我国就成就目标定向与学习策略的研究仅停留在心理学方面,目前成就目标定位与英语阅读策略相关性的研究, 能搜索到的理论参考还十分有限,本研究试图在前人理论的基础上,从成就目标定向和阅读策略两个方面来综合考查学生的阅读学习效率。本研究试图考查不同的目标定向与英语阅读的关系,主要采用问卷调查法和语言阅读测试法,对高中二年级学生英语阅读学习成就目标定向的现状、差异以及通过阅读策略的指导后的提高程度进行了研究和探讨。本论文的主要结论为: (1) 学生阅读成就目标定向的三个差异:学业优秀生主要是掌握一趋近目标定向;学业一般生主要是成就一趋近目标定向
23、;困难生则主要是成就一回避目标定向; (2)依据学生的目标定位培养英语阅读策略能有效提高教学效果; (3)依据英语阅读能力指导学生的成就目标定向对激发学生英语学习兴趣的具有显著作用; (4)英语课堂教学的新课标目的是培养学生终生学习的能力,学生成就目标定向与英语阅读策略的相关性的研究不仅提高了学生英语阅读能力,而且为学生自主学习、终生学习进行了理论与实践的探索,对新课标的实施具有积极的作用。关键词:成就目标定向,学习动机,学习效果,阅读策略ContentsChapter 1 Introduction11.1 Background of the Study11.2 Significance an
24、d Innovation of the Study21.3 Organization of the Paper2Chapter 2 Literature Review42.1 Related Studies Abroad on Achievement Goal Orientation42.2 Related Studies at Home62.3 Research Questions of the Present Study6Chapter 3 Theoretical Background of the Study83.1 Definitions of Second Language Lear
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