摘要
对非英语专业大学生的英语学习自我效能的定量研究表明,语音效能是大学生英语学习自我效能的重要组成部分,能解释自我效能76.9%的变异。焦虑、认知策略、能力归因、听力、个人动机和动机强度对大学生的英语学习自我效能有显著的预测作用。其中,焦虑和失败能力归因在英语学习自我效能回归模型中为负值,说明学生在这两个方面的得分越高,其自我效能越低。
This paper reports on an investigation into Chinese university students＇ English-learnlng self-efficacy. English pronunciation self-efficacy is found to be an important part of college students＇ English-learning self-efficacy, accounting for 76.9% of the variances of the latter. Furthermore, it is discovered that anxiety, cognitive strategy, ability attribution, listening comprehension, self-development motivation, and motivation intensity are significant predictors of college students＇ English-learning self-efficacy. Among the above factors that influence English-learning self-efficacy, anxiety and the tendency to attribute failure to poor ability have negative coefficients in the English-learning self-efficacy linear regression model, indicating that those students who have greater anxiety and those who tend to attribute their failure to poor ability suffer from lower self-efficacy.
出处
《山东外语教学》
2007年第3期41-47,共7页
Shandong Foreign Language Teaching
基金
海南省教育厅高校科学研究资助项目成果之一。项目编号为:Hjsk200602
关键词
英语学习自我效能
语音效能
焦虑
认知策略
能力归因
动机
English-learning self-efficacy
English pronunciation self-efficacy
anxiety
cognitive strategy
ability attribution
motivation
