英语学习者自我效能与自主性英语学习能力的研究

从自我效能理论的角度出发,通过问卷和个别访谈对湖南省五所高校260名非英语专业大学生英语自我效能和自主性英语学习能力进行调查。研究发现:(1)不同英语水平的非英语专业学生英语学习自我效能水平总体上存在差异:高分组的自我效能水平高于中间组及低分组,中间组与低分组之间也具有显著性差异;高分组在达成目标的信心、完成具体任务的信心和应对困难的信心三个维度上均显著地高于低分组;自我效能与英语水平关系紧密,呈显著正相关。(2)在自主性英语学习能力方面,高分组、中间组和低分组在设定学习目标,使用学习策略,对英语学习进行监控与评估三个变量上均存在显著性差异,在动机方面的差异无统计意义。(3)英语自我效能与自主性英语学习能力之间存在显著正相关关系,说明英语自我效能感是影响学生自主学习的一个重要的情感因素。

Self-efficacy and Autonomous Learning Ability of English Learners

This paper attempts to examine the current situation of self-efficacy and autonomous English learning ability of Chinese non-English majors and the correlation between them by administering questionnaires to 260 third-year non-English majors. The analysis shows: 1)students with different levels of English proficiency differ in the overall English self-efficacy: the English self-efficacy level of successful learners is higher than that of intermediate and unsuccessful learners while the difference between intermediate and successful learners is also significant, and it is significantly higher than that of unsuccessful learners in terms of the three components of English self-efficacy; English self-efficacy is positively correlated with English proficiency; 2)there exist significant differences among the successful, intermediate, and unsuccessful learners in goal setting, strategy use, and monitoring and evaluation but no differences in motivation; 3)English self-efficacy is significantly and positively related to autonomy in English learning, which reveals that it is an important affective factor influencing learners' autonomy.