研究生英语学习信念对英语教学的启示  

Revelation of postgraduates′English learning belief to English teaching

作　　者：韩化冰[1] 

机构地区：[1]中国人民武装警察部队学院基础部,河北廊坊065000

出　　处：《海军工程大学学报（综合版）》2015年第1期89-93,共5页Journal of Naval University of Engineering(Comprehensive Edition)

基　　金：全国高校外语教学科研资助项目(京-0002-A)

摘　　要：外语学习信念作为学习者在语言学习过程中所持有的心理态度,是影响语言学习的一个重要因素。以往研究表明,语言学习信念的差异往往与学习成就的高低有着不可忽视的联系。以某军校全日制研究生和普通本科生两个教学班为对象,进行英语学习信念的调查研究,发现两组受试者总的学习信念并无显著差异;但对信念进行分项比对后,发现在个别学习信念维度上研究生与本科生却有明显的差异性。基于两组英语学习信念维度的差异,建议研究生英语教学从教材、教学模式和学业成绩的评定等方面进行多元化改革以适应研究生对语言知识和应用技能的预期需求。Language learning belief, a mental attitude in the process of foreign language learning, plays a very important role in the discretion of learners＇ achievements, just as researchers showed in the relevant studies. This paper randomly gives a deep survey among two groups of postgraduate and undergraduate students in one military academy. The result shows that two groups of subjects have obvious differences in some learning belief fields although they have no significant difference in the general belief statistics. Based on the analysis of postgraduates＇ belief difference from undergraduates＇, this paper suggests that the postgraduate English teaching should reform in the teaching material, teaching mode and the academic achievement evaluation so as to relieve the contradictions of English language knowledge and use skills.

关 键 词：语言学习信念 信念差异 研究生英语教学改革 

分 类 号：H319[语言文字—英语]