英语学习论文提纲

论文题目：高中生英语学习投入的调查研究 ——以安庆某中学学生为例

摘要：在二语习得研究中,学习投入是影响学习者二语学习的重要因素。学习投入是指学生在学习过程中,积极参与各项学习活动,深入地进行思考,充满活力地应对挑战和挫折,并伴有积极的情感体验。它是行为,情感和认知三者相互影响和作用的统一体。学习投入能够评估学生学习质量,观测学生学习过程和预测学生学业,对衡量教育质量和学生发展具有重要作用。目前,高中生存在英语学习倦怠,对英语学习不感兴趣的问题,这也导致他们英语成绩差。至今,国内外有关学习投入,无论是在理论方面还是实证研究方面都已经取得一定的成就。但是关于高中生英语学习投入相关的研究还较少。因此,对高中生英语学习投入进行调查研究至关重要。本研究基于学生参与理论,克拉伸的输入假说和情感过滤假说,提出了以下两个研究问题:问题一:目前高中生英语学习在行为,情感和认知方面的投入情况如何?问题二:影响高中生英语学习投入的因素有哪些及这些因素与学习投入具体存在什么关系?本研究主要选取了安徽省安庆二中224名学生为学习投入的研究对象。首先,通过问卷调查和访谈,获取学生在行为,情感和认知投入的投入情况。其次,通过SPSS26和AMOS26对数据进行相关分析。研究发现:高二年级英语学习在行为、认知和情感都属于中等水平;性别,学生的来源,父母受教育水平都影响着学生英语学习投入;学校、教师、同伴和家庭都在不同程度上影响着学生英语学习投入。学校对学生情感投入影响最大,其次是认知和行为;老师对认知投入影响较大,其次是情感和行为;同伴对学生情感投入较大,其次是认知和行为;家庭对学生认知投入影响最大,其次是情感和行为。最后,基于以上研究结果,从行为、情感和认知投入角度,对提高高中生英语学习投入提出建议。以上研究,对增强高中生英语学习投入,提升高中生英语学习品质和教师今后教学工作具有一定的意义。

关键词：高中生;英语学习;学习投入

学科专业：学科教学（英语）

Acknowledgements

Abstract

摘要

Chapter 1 Introduction

1.1 Research background

1.2 Research purposes

1.3 Research significance

1.4 Research framework

Chapter2 Literature Review

2.1 The definition of English learning engagement

2.2 The related researches on English learning engagement both abroad and at home

2.2.1 The related researches on English learning engagement abroad

2.2.2 The related researches on English learning engagement at home

2.3 Theoretical foundations

2.3.1 Student Involvement Theory

2.3.2 Krashen’s Input Hypothesis and Affective Filter Hypothesis

Chapter3 Research Methodology

3.1 Research questions

3.2 Research subjects

3.3 Research instruments

3.3.1 Questionnaire

3.3.2 Interview

3.4 Data collection and analysis

3.4.1 Data collection and analysis of the questionnaires

3.4.2 Data collection and analysis of the interviews

Chapter 4 Results and Discussions

4.1 The current situations of SE learning engagement

4.1.1 SE learning engagement in behavior

4.1.2 SE learning engagement in emotion

4.1.3 SE learning engagement in cognition

4.1.4 A brief summary

4.2 Relationships between SE learning engagement and influential factors

4.2.1 Relationships between SE learning engagement and students’ background factors

4.2.2 Relationships between SE learning engagement and external factors

Chapter 5 Strategies on Improving SE Learning Engagement

5.1 Strategies on SE learning engagement in behavior

5.1.1 Building a scientific and reasonable curriculum system

5.1.2 Improving teachers’ teaching abilities

5.1.3 Enhancing teacher-student, student-student interactions

5.1.4 Renewing education philosophy and strengthening supervision

5.1.5 Being self-management and increasing their autonomy

5.2 Strategies on SE learning engagement in emotion

5.2.1 Creating a harmonious school culture

5.2.2 Enhancing emotional interaction

5.2.3 Inspiring students’ interest and motivation

5.2.4 Encouraging peer cooperation

5.2.5 Maintaining a learning motivation and positive attitude

5.3 Strategies on SE learning engagement in cognition

5.3.1 Optimizing the construction of resource

5.3.2 Strengthening guidance on English learning strategy

5.3.3 Making an effective supervision at home

5.3.4 Increasing students’ autonomy and interaction

Chapter 6 Conclusion

6.1 Major findings

6.2 Implications

6.3 Limitations and suggestions

Bibliography

Appendixs

Appendix I Items of the questionnaire

Appendix II Questionnaire

Appendix III Confirmatory factor analysis of the questionnaire

Appendix IV Interview

Appendix V An overall descriptive analysis of SE learning engagement

Appendix VI Difference analysis

Appendix VII Correlation analysis

Appendix VIII Fit degree of the model and path coefficient plot

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