扎根理论视阈下高职英语学习拖延归因及干预措施研究

Research on Attribution Analysis and Intervention Paths of vocational College English Learning Procrastination Based on Grounded Theory

运用扎根理论对高职学生英语学习拖延进行归因分析,得出了其影响因素的三大类属:任务因素、个体因素以及情境因素;针对其归因分析提出三大干预策略:情感干预、学习资源管理干预以及自我调控干预。对影响大学生英语学习拖延影响因素和各种干预策略进行细致分析,探讨了学习拖延归因、行为以及干预策略的相互作用机制,为广大英语教师在教学实践中提供了理论与实践依据。

Based on grounded theory, this paper makes an exploratory analysis about attribution of vocational college English learning, gets three major categories, including task factor, individual factor and circumstances factor, as well as a further research on three main intervention tactics in the field of emotion, study resource management and self - regulation. Through thorough analysis about the influential factors and intervention tragedies, the paper eventually finds the conceptual model on vocational college English learning procrastination, which will be very helpful for English teaching methods improvement in theory and practice.