PBL教学法英语教学论文提纲

论文题目：问题式教学法环境下大学生英语学习动机、学习策略与学习结果的关系研究

摘要：本文从大学英语课堂入手,从学习动机和学习策略的角度挖掘当下非英语专业大学生的英语学习特点,并探究他们的学习动机,学习策略以及学习成果的关系。以57名非英语专业的同一专业的大一新生为研究对象,分为对照班,实施传统教学法;实验班,实施PBL教学法（其中对照班28人,实验班29人,）,通过课堂观察、三次英语四级试卷的测试、《中国大学生学习动机及策略问卷》（MSLQ-CAL）以及师生沟通满意度调查问卷,采用SPSS 26完成了相关数据的分析。研究结果表明:（1）对照班和实验班的前测、中测以及后测成绩都没有显著性差异;（2）在学习动机和学习策略前测中,对照班的学习动机与实验班的动机水平和学习策略使用频率都处于中等水平,对照班与实验班的各项学习动机与学习策略无明显差异;在学习动机和学习策略后测中,对照班的学习动机处于较低水平,学习策略使用频率处于中等水平,实验班的学习动机和学习策略使用频率都处于中等水平,对照班的学习动机各维度和学习策略使用各维度与PBL班相比,均无明显差异;在学习动机和学习策略前后测中,对照班后期的自我效能动机强度较前期下降,时间管理策略使用频率较前期也呈下降趋势;PBL班的任务价值动机强度后期下降,组织策略使用频率后期上升,时间管理策略使用频率后期下降;（3）对照班和PBL班的英语学习动机、学习策略和学习成果之间具有不同水平的相关性。在本次教学PBL中,传统教学班和PBL教学班学生的学习成果没有显著性的差异。但是实验班的成绩一直处于上升趋势,在后测中反超了对照班,且在课堂观察中发现,实验班的课堂比对照班的课堂氛围更积极,这说明在不同大学英语课堂中,教师与学生的互动性和学生的成绩是有差异的,教师应采用能调动学生积极性的教学方式,关注学生的学习状态和学习特点。依据学习动机、学习策略和学习成果在测试中显示的相关关系,对学生的学习动机和学习策略进行适当的引导和操练,挖掘学生更多的可能性。

关键词：PBL;学习动机;学习策略;学习成果

学科专业：外国语言学及应用语言学

摘要

Abstract

Chapter 1 Introduction

1.1 Research Background

1.2 Significance of the Study

1.3 Purpose of the Study

1.4 Structure of the Thesis

Chapter2 Literature Review

2.1 Literature Review of PBL

2.1.1 Definition and features of PBL

2.1.2 Previous studies of PBL abroad

2.1.3 Previous studies of PBL at home

2.2 Literature Review of Motivation

2.2.1 Definition of L2 learning motivation

2.2.2 Previous studies of L2 learning motivation abroad

2.2.3 Previous studies of L2 learning motivation at home

2.3 Literature Review of Strategies

2.3.1 Definition of L2 learning strategies

2.3.2 Classification of L2 learning strategies

2.3.3 Previous studies of L2 learning strategies abroad

2.3.4 Previous studies of L2 learning strategies at home

2.4 Studies on the Relationship among Learning Motivation,Learning Strategies,and English Learning Outcomes

2.5 Summary

Chapter3 Research Design

3.1 Research Questions

3.2 Subjects

3.3 Instruments

3.3.1 Questionnaires

3.3.2 Class observation

3.3.3 CET4 papers

3.4 Procedure

3.4.1 The pre-test and pre-MSLQ-CAL

3.4.2 First stage of the research

3.4.3 The mid-test

3.4.4 Second stage of the research

3.4.5 The post-test,post-MSLQ-CAL

3.5 Data Collection

3.6 Methods of Data Processing

Chapter4 Results and Discussions

4.1 Analysis of Students’Mid-test and Post-test

4.1.1 Analysis of the grades of mid-test

4.1.2 Analysis of the grades of post-test

4.2 Discussion on the Grades of Three CET4

4.3 Analysis of the Pre-MSLQ-CAL and Post-MSLQ-CAL

4.3.1 Analysis of the overall situation of the pre-MSLQ-CAL and the post-MSLQ-CAL in Experimental class and control class

4.3.2 Analysis of the pre-MSLQ-CAL in experimental class and control class

4.3.3 Analysis of the post-MSLQ-CAL in experimental class and control class

4.3.4 Analysis of the pre-MSLQ-CAL and the post-MSLQ-CAL in the control class

4.3.5 Analysis of the pre-MSLQ-CAL and the post-MSLQ-CAL in the experimental class

4.4 Discussion on the Pre-MSLQ-CAL and Post-MSLQ-CAL

4.5 The Relationships among Learning Motivation,Learning Strategies,and English Learning Outcomes

4.5.1 The relationship between learning motivation and English learning outcomes

4.5.2 The relationship between learning strategies and English learning outcomes

4.5.3 The relationship between learning motivation and learning strategies

4.5.4 The relationship among learning motivation,learning strategies,and English learning outcomes

4.6 Discussion on the Relationships among Learning Motivation,Learning Strategies,and English Learning Outcomes

Chapter5 Conclusions

5.1 Major Findings

5.2 Pedagogical Implications

5.3 Limitations and Suggestions

Bibliography

Acknowledgement

Appendix Motivated Strategies for Learning Questionnaire-Adapted Chinese Version for Adult Learning