农村初中生英语口语表达自我效能感的培养_英语论文

Developing Students’ English Speaking Self-Efficacy in Rural Junior High School

摘要

以班杜拉提出的自我效能感理论为基础，结合我国农村地区初中学生英语口语表达的现实情况，此篇论文通过问卷和访谈调查了现阶段农村初中生英语口语表达自我效能感的现状以及造成此种现象的原因，并据此及相关文献研究提出了相应的英语口语自我效能感培养策略。笔者通过研究相关文献，并对农村100名初中生发放《英语口语表达自我效能感调查问卷》，发现被调查对象的英语口语表达自我效能感总体偏弱的现状；又通过对被调查者的个别访谈及相关文献的研究，总结出了学生英语口语表达自我效能感偏弱的原因主要来自学生自身基础薄弱、有心理障碍、消极归因等内部原因，以及社会环境因素如口语练习资源匮乏、学习环境压抑、口语评价方式不合理等。针对以上发现，论文提出了培养农村初中生英语口语表达自我效能感的策略，包括夯实学生语音基础，创造和谐师生关系和课堂氛围以克服学生对说英语的心理障碍；通过榜样的力量鼓舞更多学生增强自身自我效能感，勇于体验；积极的言语劝说鼓励和表扬勇于说英语的学生，不苛责嘲笑学生；引导学生积极归因；拓展口语练习渠道，鼓励学生开口说英语以帮助学生获得成功体验，增强说英语的自信心；使用多元评价方式等使其逐步增强口语表达自我效能感。

关键词：自我效能感 农村初中生 英语口语 

Abstract

This dissertation researches the current situation of rural junior high school students’ self-efficacy in English speaking through questionnaire survey and interview as well as literature study. The paper is based on the self-efficacy theory put forward by Bandura and the facts of rural junior high school students’ English speaking performance. In the first part of findings, the write states that most rural junior high school students’ self-efficacy is not strong enough according to related researches and the results of the Questionnaire on Students’ Self-Efficacy in English Speaking, which is delivered among 100 rural junior high school students. Then reasons for students’ low level of self-efficacy are summarized through literature study and personal interview. They can be mainly divided into two groups including students’ internal causes like poor knowledge foundation, psychological barriers and negative attribution. And   social factors like the shortage of oral English practice resources, high-pressured learning environment and negative influence of traditional evaluation method. Accordingly, several strategies for English teachers to develop students’ self-efficacy in English speaking are put forward. For example, teachers can pay more attention to enrich students’ English speaking knowledge and create easy relationship with students and classroom atmosphere to relieve students’ psychological barrier in English speaking. Set social models for students. Persuade students into believing their abilities. Help students with positive attribution. Widen the ways for students’ to practice speaking English, and use multi-evaluation method to inspire them and guide them to establish firm self-efficacy.

Key words: self-efficacy rural junior high school students English speaking