大学生英语精读课自我成效感归因研究  

A Study on the Factors Affecting EFL Learners' Self-Perceived Achievement in College English Intensive Reading

作　　者：蔡慧敏[1] 

机构地区：[1]南京工业大学外国语学院,江苏南京211816

出　　处：《南京工程学院学报（社会科学版）》2013年第4期31-34,共4页Journal of Nanjing Institute of Technology：Social Science Edition

摘　　要：通过对77名大学生英语精读课学习成效的问卷调查可探索影响其自我成效感的多重因素。多元回归分析表明,学生对精读大班授课态度、学习动机和英语技能自我评价对自我成效感有显著预测力,而学生对教师的授课水平评价却没有预测力。该研究的教学意义在于,教师在教学中应注意培养学生对精读大班授课的积极态度,激发学习动机,以提高学生精读课学习成效。Based on a survey of 77 non-English majors, this study probes into the various factors affecting students＇ self-perceived achievement in the college English intensive reading course. A multiple regression analysis reveals that the EFL learn- ers＇ attitude towards big class teaching, motivation and self-evaluation of L2 skills make a significant contribution to their self -perceived achievement, whereas students＇ evaluation of teachers＇ teaching ability fails in this connection. The findings sug- gest that teachers should develop students＇ positive attitude towards intensive reading in a big-size class, arouse their interest in taking this course so as to make students＇ reading highly effective.

关 键 词：大学英语精读课 自我成效感 态度 动机 评价 

分 类 号：H319[语言文字—英语]