【作者】 王磊；

【导师】 王薇；

【作者基本信息】 青岛大学 ， 学科教学（英语）（专业学位）， 2023， 硕士

【摘要】 新英语课程标准(2022)强调了学习不同文化的重要性,以及比较文化的异同。这表明课外阅读应符合初中生的认知发展需求和语言水平。本文借鉴了国内外英语诗歌教学模式,并补充符合初中学生年龄特征、英语水平的诗歌素材,对初中英语诗歌课堂活动进行科学指导。但是,国内外采用英语诗歌提升英语学习效果的研究较少。笔者在梳理文献过程中发现,英语诗歌学习对初中生英语学习有激励作用。基于班杜拉的自我效能感理论的分析框架,本文旨在探讨英语诗歌学习对初中生英语学习自我效能感是否有明显促进作用,并提出了以下研究问题:(1)初中生英语诗歌学习自我效能感的现状如何?(2)初中生英语诗歌学习前后,自我效能感有何差异?(3)哪些因素影响初中生通过英语诗歌学习的自我效能感?首先,本研究以问卷方式分两次对49位初二学生的诗歌自我效能感进行了调查,该问卷分为四个部分,分别从直接经验、间接经验、言语劝说和情绪唤醒四个自我效能感来源维度进行调查,对比分析在诗歌学习前后自我效能感差异;第一次调查是了解初中生在英语诗歌学习前的自我效能感的分布情况,第二次调查发现初中生在英语诗歌学习后自我效能感的变化。其次,本研究对四节英语诗歌课进行了课堂观察,了解诗歌课堂上学生的学习状态,便于在接下来的课程活动中取得更多进展;课堂观察可以解答诗歌学习后学生自我效能感变化和影响因素的问题。再次,本研究对16名来自不同等级学生进行半结构化深度访谈,以了解他们对英语诗歌学习自我效能感方面的影响因素。研究结果发现:第一,初中生在学习英语诗歌之前,英语诗歌学习经验对英语自我效能感的影响较为显著,有英语诗歌学习经验的学生在英语诗歌学习中更占优势;自我效能感不受学生成绩差异的影响。第二,初中生学习英语诗歌后,自我效能感的提升受英语诗歌经验的影响较为显著,即有诗歌学习经验的学生在学习新诗时更积极;受性别影响最小。第三,从四个来源的分析来看,英语诗歌学习在情感唤醒的改善较为显著,对替代体验的改善效果不明显,说明诗歌学习对学生的情感熏染有立竿见影的效果。同时,基于学生认知范围的材料选择、活动设计的多样化、活动环节的层次化、主题选择的生活化、参与性的扩大,都是有利于学生自我效能感提升的重要因素。以上研究结果揭示了初中生自我效能感的现状,以及英语诗歌学习对初中生自我效能感的积极影响;同时,本研究还论及包括诗歌学习经历、英语成绩、性别三个对初中生自我效能感影响较大的因素,对初中生的英语学习和英语教学具有一定的启示意义。更多还原

【Abstract】 The New English Curriculum Standard(2022)highlights the importance of learning from different cultures,and comparative cultural similarities and differences.It indicates that extracurricular reading should be in line with the cognitive development needs and language levels of junior high school students.This thesis adapts teaching models for English poetry to the age and literacy requirements of junior high school students,in order to provide guidance for junior high classroom activities about English poetry.Learning English poetry encourages junior high school students to improve their reading and their language learning in general;however,there’s little research on how English poetry influences English learning.Therefore,using Bandura’s self-efficacy theory as an analytical framework,this thesis explores whether learning English poetry promotes self-efficacy in junior high school students learning English.Therefore,this thesis puts forward the following research questions:(1)What’s the current situation of junior high school students’ self-efficacy in English poetry?(2)What’s the change of self-efficacy for junior high school students before and after learning English poetry?(3)What factors affect junior high school students’ self-efficacy in learning English poetry?The project begins and ends up with a questionnaire for twice on the poetry self-efficacy of 49 Grade Eight students.The questionnaire is divided into four parts:mastery experience,vicarious experience,verbal persuasion,and emotional arousal of the four aspects of self-efficacy sources.It compares and analyzes the differences in the students’ self-efficacy before and after learning poetry.The first survey is meant to understand the distribution of junior high school students’ self-efficacy before learning English poetry,and the second survey outlines the changes in the students’ self-efficacy after learning English poetry.Then,four English poetry classes are observed,in order to understand the learning states of students in the poetry class.Classroom observation can answer questions about changes in students’ self-efficacy and influencing factors after poetry learning.Finally,a semi-structured in-dept interview is conducted,with 16 students at different levels,to determine the influencing factors on their self-efficacy in learning English poetry.The findings of this project are as follows: first,before learning English poetry,the distribution of English self-efficacy of junior high school students is most affected by their level of experience with the subject matter,with more experienced students being more dominant in learning English poetry.It is not affected by the difference of students’ grades.Second,difference in experience is the most significant factor affecting the improvement of junior high students’ self-efficacy,as more experienced students are more active in learning poetry.The least significant factor is gender.Third,students learning English poetry showed the greatest improvement in emotional arousal and the least improvement in vicarious experience,indicating that learning poetry has an immediate effect on students’ emotional edification.At the same time,the selection of materials based on the scope of students’ cognition,the diversification of activity design,the hierarchy of activity links,the selection of themes,and the expansion of participation are all important factors in the improvement of students’ self-efficacy.The above findings reveal the positive effects of learning English poetry on the self-efficacy of junior high school students,and research 3 important influential factors including poetry learning experience,English scores and gender on their self-efficacy,which have significant implications for teaching and learning among junior high school students.更多还原