《浙江科技学院英语专业学生学习》-公开DOC·毕业论文》由会员分享，可在线阅读，更多相关《浙江科技学院英语专业学生学习》-公开DOC·毕业论文（23页珍藏版）》请在金锄头文库上搜索。
1、摘 要 本文对浙江科技学院语言文学学院英语专业学生开展学习效能感问卷调查，研究了英语专业学生对于学习效能感的普遍认识与重视程度。研究发现学生的个性，学习动机，学生感知教师的支持行为，家庭环境，班级动机氛围，学校第二课堂的开辟对学生的自我学习效能感都有一定影响，另一方面自我效能感对学生的学习和生活有很大意义。本文还结合调查结果从学生，教师，家庭，班级，学校这几个角度探索了提高英语学习效能感的具体举措。关键词：学习效能感；问卷调查；影响因素；具体举措ABSTRACT This paper gives a questionnaire survey to some English major stud
2、ents in Zhejiang University of Science and Technology by random sampling to know students understanding and importance learning self-efficacy. It showed that there are five influential factors with self-efficacy. Learning motivation, personality, teachers expectations, class atmosphere, family envir
3、onment and campus surroundings. In return, self-efficacy also has great significance to their study and life. It finally discusses possible measures taken to improve self-efficacy on learning English according to the results of the questionnaire.Key words：learning self-efficacy; questionnaire survey
4、; influence factor; measureContents1. Introduction12. Academic self-efficacy22.1 Origin and definition22.2 Current research2 2.2.1 Factors self-efficacy affects2 2.2.2 Factors affecting self-efficacy33. Questionnaire survey on English major students in ZUST63.1 Students understanding and importance
5、to learning self-efficacy63.2 Influence factors with self-efficacy7 3.2.1 Student perspective7 3.2.2 Teacher perspective8 3.2.3 Family perspective10 3.2.4 Class perspective11 3.2.5 School perspective123.3 Significance to students study and life124. Measures to be taken to improve self-efficacy134.1
6、Student perspective134.2 Teacher perspective134.3 Family perspective154.4 Class perspective154.3 School perspective165. Conclusion18Acknowledgements19References20 1Introduction The importance the academic self-efficacy make is more and more obvious, especially in the field of foreign language instru
7、ction. As the English-learning in a persons middle school is merely designed for the university entrance examination and the cultivation of students verbal ability is ignored. After entering the university, students easily have no confidence on their ability of English listening, speaking, reading a
8、nd writing (LSRW). On the other hand, the LSRW ability of students who come from big cities or some rich areas is always higher than those from small cities or some remote places. As a result, the difference of learning basis stimulates a big fall in the weak students hearts. Then the improvement of
9、 the sense of self-efficacy is an urgency which can increase confidence of all the students. The study of how to improve self-efficacy has the value in theory and practice.In order to improve college students perceived English-learning self-efficacy, and can make students experience more success in
10、the process of their study of English, offer students proper models and modes, and guide students insetting proper studying goals and conduct students in proper self-attribution, this paper will first collect world-wide study on learning self-efficacy to know the definition of self-efficacy and its
11、relationships with some learning types, then give a questionnaire survey on English major students in Zhejiang University of Science and Technology, and finally discuss about possible measures to be taken to improve self-efficacy on learning English according to the results of the questionnaire.2. A
12、cademic self-efficacy2.1 Origin and definition The concept of self-efficacy lies at the center Banduras social cognitive theory, which emphasizes the role of observational learning and social experience in the development of personality. Bandura defines self-efficacy as peoples belief in their abili
13、ty to succeed in specific situations. According to Banduras theory, people with high self-efficacy - that is, those who believe they can perform well - are more likely to view difficult tasks as something to be mastered rather than something to be avoided. Academic self-efficacy refers to a students
14、 belief that he or she can successfully engage in and complete course-specific academic tasks, such as accomplishing course outcomes, demonstrating competency skills used in the course, satisfactorily completing assignments, passing the course, and meeting the requirements to continue on in his or h
15、er major1. 2.2 Current research2.2.1 Factors self-efficacy affects Self-efficacy affects human behaviour. People will be more inclined to take on a task if they believe they can succeed. People generally avoid tasks where their self-efficacy is low, but will engage in tasks where their self-efficacy is high. People with a self-efficacy too higher than their actual ability often overestimate their ability to complete tasks, which can lead to difficulties. On the other hand,
