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A Correlative Study on Language Learning Strategies and Language Self-efficacy of Non-English Majors in the Context of EFL

Author: ZhengZiLi
Tutor: LiLi
School: Southwestern University
Course: Educational Technology
Keywords: English Learning Strategies Self-efficacy Non-English Majors EFL
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 281
Quote: 0
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Abstract


In the past few decades, the field of second language acquisition is an important research topic in the subject of language learning research. The main foreign language learning research focused on two aspects: (1) learning process studies; (2) learners' individual differences research (Shu Dingfang, Chuang Chi elephant, 1996). English learning strategies so that we learn how to use the skills for learners acquisition process of learning a second language have a better understanding. Although Chinese scholars have done a lot of research on learning strategies, but most research focuses primarily on English Learning Strategies and Academic Achievement, learning the main concepts and strategies for English learning trends and preferences tend to learn in order to improve the language skills of the main uses of the specific learning strategies. Emotional factors in the impact on English Learning Strategies Research is still relatively weak (text Akiyoshido, 2004). As the \Therefore, the author tries to emotional factors into the study of English Learning Strategies. The self-efficacy as an important emotional factors, through cognitive processes, motivational processes, emotional reactions and selection process affects the individual achievements. Self-efficacy is the individual's own ability to organize and perform a specific act of judgment, is confidence in the performance of a specific task. It has an important impact on academic performance (Bandura, 1986,1997). To further understand the learner factors on Chinese college English majors influence, this paper examines the non-English majors study efficacy and the status of English Learning Strategies and correlation between the two studied. In this paper, six colleges and universities in Chongqing 983 non-English majors Grade 3 students conducted a survey. Questionnaire including English learning strategies and English learning efficacy in two parts. Questionnaire from the academic, professional and other aspects of gender and non-English major students' English learning strategy use conditions and the level of English learning efficacy made a survey and analysis, and on this basis, studied the relationship between the two. Using SPSS software package for survey data were analyzed. Full five chapters: the first chapter introduces the background of this study, as well as the necessity of this research paper is organized. The second chapter is literature review. Recalled and English learning strategies, self-efficacy studies and the correlation between them in terms of the relevant literature. The third chapter is the research methods. This study presents the research questions and elaborates purpose of this study, research tools, research object, the data collection process and approach. The fourth chapter is based on learning strategies and self-efficacy aspects of the raw data analysis, presentation of learning strategies and self-efficacy and academic performance in their respective relevance and their gender and professional differences and other aspects of findings, and launched a related discussions. Answers for our proposed five key issues. The results showed that: (1) non-English majors overall level of English Learning Strategies tend generally; (2) English Learning Strategies and English academic achievement was positively correlated; (3) Girls in the overall use of English Learning Strategies levels than boys , Medical Students of the most adept at learning strategies and student art class poor; (4) non-English major students' English learning levels of self-efficacy and academic performance are closely related: Excellence in higher self-efficacy, learning English Medium - efficacy in general, poor students English learning efficacy level is low; (5) English learning self-efficacy and English academic achievement was positively correlated; (6) male and female students in self-efficacy levels not significantly raise different; medical class students' self-efficacy the highest level, and fine art students had the lowest: (7) English learning self-efficacy and English learning strategies were positively correlated. Chapter V summarizes the research results, and how to research in teaching and learning as well as how to conduct further research are suggested.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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