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高中生英语学业自我概念与学业成绩的相关性研究

摘要第3-4页
Abstract第4-5页
Abbreviations第7-11页
Chapter 1 Introduction第11-15页
    1.1 Background of the study第11-12页
    1.2 Purpose of the study第12-13页
    1.3 Significance of the study第13-14页
    1.4 Outline of the thesis第14-15页
Chapter 2 Literature Review第15-30页
    2.1 Self-concept第15-17页
        2.1.1 Definition of self-concept第15-16页
        2.1.2 Structure of self-concept第16-17页
    2.2 Academic self-concept第17-21页
        2.2.1 Definition of academic self-concept第17-18页
        2.2.2 Multidimensionality of academic self-concept第18-20页
        2.2.3 The gender and grade-level difference of academic self-concept第20-21页
    2.3 English academic self-concept第21-24页
        2.3.1 Definition and structure of English academic self-concept第21-22页
        2.3.2 Definition of specific English self-concept dimensions第22-24页
    2.4 Related theories第24-26页
        2.4.1 Affective-filter hypothesis第24-25页
        2.4.2 Reinforcement motivation第25-26页
    2.5 Previous studies about the relationship between academic self-concept and academic learning achievement abroad and at home第26-30页
Chapter 3 Methodology第30-34页
    3.1 Research questions第30-31页
    3.2 Method第31-34页
        3.2.1 Participants第31页
        3.2.2 Instrument第31-32页
        3.2.3 Data collection第32-33页
        3.2.4 Data analysis第33-34页
Chapter 4 Results and Discussion第34-49页
    4.1 Correlation analysis between English academic self-concept and English learning achievement第34-38页
        4.1.1 Correlation analysis between global English academic self-concept and English learning achievement第34-35页
        4.1.2 Correlation between specific English academic self-concept dimensions and general English academic self-concept第35-37页
        4.1.3 Correlations between specific English academic self-concept dimensions and English learning achievement第37-38页
    4.2 Gender difference in English academic self-concept第38-40页
    4.3 Grade-level difference in English academic self-concept第40-42页
    4.4 Discussion第42-48页
        4.4.1 Correlation between global English academic self-concept and English learning achievement第42-43页
        4.4.2 Correlation between specific English academic self-concept dimensions and global English academic self-concept第43-44页
        4.4.3 Correlation between specific English academic self-concept dimensions and English learning achievement第44-45页
        4.4.4 The effective gender difference of male and female students in English academic self-concept第45-46页
        4.4.5 The effective grade-level difference in English academic self-concept第46-48页
    4.5 Major findings第48-49页
Chapter 5 Suggestion第49-57页
    5.1 Guiding students to build up and develop learning confidence and responsibility第49-51页
    5.2 Giving positive feedback and evaluation to students第51-52页
    5.3 Teaching students with the gender characteristics第52-53页
    5.4 Thinking highly of reading teaching第53-55页
    5.5 Building up scientific English learning self-cognition第55-57页
        5.5.1 Establishing positive English learning attitude第55页
        5.5.2 Setting up specific English learning goals第55-57页
Chapter 6 Conclusion第57-60页
    6.1 Summary of the study第57-58页
    6.2 Implications of the study第58-59页
    6.3 Limitations of the study第59-60页
Appendix第60-63页
References第63-68页
在校期间的研究成果及发表的学术论文第68-69页
Acknowledgements第69-70页

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