【作者】 吕燕；

【导师】 王洋；

【作者基本信息】 广西大学 ， 外国语言学及应用语言学， 2007， 硕士

【摘要】 本文通过实验手段对归因训练对英语自主学习的促进作用进行了实证性研究。该研究的主要目的在于探索在网络环境的自主学习模式中，归因训练是否能对大学英语教学中英语基础较差的学生起到帮助的作用。这项研究的实验对象为广西大学2006级两个班共89名非英语专业新生，一个班为实验组，另一个班为控制组。实验组的学生在自主学习的过程中接受归因训练，而控制班则仅进行自主学习。两班的英语老师都是本文作者。实验分为三个阶段进行，在整个研究过程中作者的数据收集主要从被试的学习态度、学习行为和学习成绩三方面来进行，其中包括定量数据和定性数据。定量数据的处理主要通过SPSS v13.0来进行。收集数据的方法和途径包括问卷、观察、团体交流、学习记录表、测试和学校系统的评教系统。本研究的实验假设为：(1)对成绩较低的学生实行以归因训练促进自主学习，和仅进行自主学习培养、成绩原本相对较好的学生相比，前者会以更积极的态度对待英语教学，观念会往积极的方向转变；(2)对成绩较低的学生进行归因训练能够使其更努力地学习，主要表现在课堂学习更加投入、课外学习时间更有保证；(3)对成绩较低的学生进行归因训练，其成绩的提高将比未进行归因训练的成绩相对较好的学生要快。训练结果表明，归因训练可以帮助后进生调整自己的学习态度，使其积极地面对大学英语教学，还可以促使他们更投入到英语学习中去，这在训练的前期表现得最为明显；然而在整个训练过程中，学生的成绩在中期有过提高，但这种提高并不稳定，因此第三个假设需要更多的研究。本次研究表明，在学生的英语自主学习中进行归因训练是有必要的、有效的，但要在大学英语教学中广泛地进行归因训练还存在一定的困难。更多还原

【Abstract】 In this experiment, the author studies the function of attribution training in autonomous learning in English classes. The purposes of the research were to explore whether attribution training could promote low achievers’ English study in the process of autonomous learning under Network Circumstances. Subjects of the experiment were 89 freshmen in two classes in Grade 2006 in Guangxi University. All of them were non-English majors. The two classes, one of which was the experimental group, the other being the control group, shared the same English teacher, namely the author. Students in the experimental group accepted attribution training in the process of autonomous learning, while only autonomous learning was conducted in the control group. The experiment consisted of three stages, at which the author collected both quantitative and qualitative data from the three aspects of students’ learning attitudes, their learning behavior and their achievements. All quantitative data were handled through SPSS v13.0. The approach and instruments used to collect data included questionnaires, observations, group discussion, study record cards, exams and the teaching-evaluation system in the campus-wide information systems. The following were the research hypotheses: 1) Low achievers who receive attribution training in autonomous learning will have more positive attitudes than high achievers who are only offered autonomous learning training. (2) Attribution training can spur low achievers to study harder than the high ones who do not get attribution training, which is manifested both by students’ classroom learning and how much time they spend on study out of class. (3) In the training process of autonomous learning, the achievements of low achievers who receive attribution training will be greater than that of high achievers who do not take attribution training. The training results show that attribution training can help students adjust their attitudes to favor College English teaching and learning, and that the training can promote their devotion to English learning, which is the most obvious at Stage 1. However, in the whole process of training, students’ improvement in achievements occurred at Stage 2, but the improvement was not very stable, so the third hypothesis needs more study. To sum up, it can be concluded that it is necessary and effective to conduct attribution training in English autonomous learning, but to popularize the training in College English teaching and learning at present will encounter many difficulties.更多还原