对英语专业本科一年级学生语言学习理念的实证调查

An Empirical Study on First-year English Majors' Beliefs about Language Learning

本文介绍对英语专业本科一年级90名学生语言学习理念调查的实证研究结果。本研究通过霍维茨语言学习理念测量表和深入访谈量质结合的方法采集数据并加以分析。研究结果表明,一年级英语专业的学生所持有的语言学习理念中有相当一部分不利于语言学习,直接影响他们的学习行为和学习策略的采用,而教师的积极主动干预可以影响和改变学习者的语言学习理念。另外,教师要考虑环境和文化因素的影响,在调整和改变学生的消极和不切实际的语言学习理念的同时也要适当迎合学生的学习理念才能求得最佳的教学效果。

This paper reports on the results of an empirical study of language learners＇ belief about English learning. The participants are 90 first-year English majors in a university in Beijing, China. Data were collected during their first year of university study through Horwitz＇ （ 1987 ） BALM （ Beliefs about Language Learning Inventory ） and in-depth interviews. The study showed that teachers active intervention had a positive influence on students＇ language beliefs system, which in turn affected students＇ adoption of learning strategies. The paper argues that investigating students＇ beliefs about English learning should take into consideration cultural and contextual factors to achieve the congruence in teachers＇ and students＇ learning beliefs while addressing the student＇s negative or unrealistic language learning beliefs in order to enhance teaching and learning effectiveness.