留学背景下学习信念与语言能力关系的实证研究
上海外国语大学, 英语学院, 上海 200083
| 摘 要： | 近年来，关于学习信念的研究开始重视其自身的多样性和动态性。探讨学习者的语言学习信念在国外学习环境下的变化情况，并对学习信念和学习成果之间的关系做进一步的讨论具有一定的学术价值和现实意义。本研究针对30名就读于英国谢菲尔德大学语言学习中心（ELTC）的中国留学生，结合定量的问卷调查结果和定性的访谈信息，试图回答三个问题：1.学生的学习信念在国外学习期间是否发生变化？如果是，如何变化？2.学生的英语学习成绩是否发生变化？具体变化情况如何？3.学生的英语学习信念和他们英语学习的成绩变化是否相关？研究发现，通过一段时间在语言中心的学习，学习者的学习信念在不同程度上发生了变化，其中最显著的是学习自主性以及自信的提升。通过对比前后雅思考试成绩，发现学习者的英语成绩有了显著提高。研究结果还表明学习者对于自身学习信念的认识，会影响他们的日常学习行为并对学习成果产生影响。 |
| 关 键 词： | 留学背景; 学习信念; 语言能力 |
| DOI： | 10.57237/j.edu.2022.01.004 |
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收稿日期: 2022-09-12
接受日期: 2022-10-11
在线出版日期: 2022-10-27
An Empirical Study of Learners’ Beliefs and Language Proficiency in SA Context
School of English Studies, Shanghai International Studies University, Shanghai 200083, China
| Abstract: | Recent research on learner beliefs has started to highlight their dynamic and variable nature. By investigating the relationship between learner’s language learning beliefs and language proficiency in SA context, the current study tries to investigate how the changes of learner beliefs impact on language learning proficiency. The data of the study were collected from thirty Chinese students attending a pre-sessional language course in ELTC at the University of Sheffield. Combining data drawn from the questionnaires, semi-structured interviews and the IELTS scores, the current study seeks to answer three research questions: 1) Do learners’ beliefs change in SA context? If so, in what ways? 2) Does learners’ language proficiency change in SA context? If so, how? 3) What is the relationship between learners’ English proficiency and their beliefs about language learning? The results indicate that learners show changes in their language learning beliefs after a period of language learning in SA context. Participants report their beliefs in learner autonomy and self-confidence have significantly strengthened during SA sojourn. Also, there are statistically significant gains in proficiency, as measured by the IELTS scores. In the current study, no statistically significant relationships seem to exist between the overall changes in beliefs and gains or losses in proficiency. However, moderate correlation between beliefs about analytic learning and the IELTS score has been observed. The current study also acknowledges that understanding of one’s own beliefs can influence learners’ daily learning behavior and their learning results. |
| Keywords: | Study Abroad Context; Learners’ Beliefs; Language Proficiency |
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