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本研究主要是用Horwitz的BALLI量表调查151名非英语专业大一新生的英语学习信念及其框架结构。调查结果表明学生既有现实的、积极的、对学习有帮助的英语学习信念,这些信念会促进英语学习;但他们也有不现实的、消极的、对学习起阻碍作用的信念,这些信念可能导致挫折和焦虑。主成分分析和因子分析结果显示,受试者的英语学习信念框架结构与其它相关研究的外语学习信念结构不一样,进一步支持了Yang(1992)不同群体的外语学习信念有着不同的框架结构的观点。
This study mainly uses Horwitz’s BALLI scale to investigate the English learning beliefs and the frame structure of 151 non-English major freshmen. The findings show that students have both realistic, positive and learning-friendly English learning beliefs that promote English learning; however, they also have unrealistic, negative beliefs that impede learning, which may lead to Frustration and anxiety. The results of principal component analysis and factor analysis show that the frame structure of beliefs of English learners is different from those of other related researches, further supporting the viewpoint that different groups of foreign language learning beliefs of Yang (1992) have different frame structures .