On the Correlation between Achievement Goal Orientation and English Reading Strategies in High School （硕士论文） 1

1、on the correlation between achievement goal orientation and english reading strategies in high school abstractthis thesis explores the correlation between achievement goal orientation (ago) and english rearning strategies (ers) in high school. the results indicate that the achievement goal orientati

2、ons can significantly stimulate students english reading motivation by reading strategies, which shows prominent prospect in english teaching and learning .great changes have taken place in theory and practice of foreign language teaching over the last twenty years. these changes have resulted in th

3、e development of educational theories and technology，of the way we think about foreign language learning and efficiency of second language learning.as the focus of research shifts from teaching to learning，more and more attention is paid to the individual language learner. learning to read is crucia

4、l for every student，since the acquisition of the reading skills opens up new possibilities for exploring the west world and communicating with people from other cultural background. furthermore, the high proportion of reading comprehension in almost all kinds of tests both home and abroad indicates

5、that reading ability is a reliable criterion to test the learners language level.having an eye to the situation of the rote methods of learning in present high school, the author tries to explore the correlation between achievement goal orientations and english reading strategies . meanwhile , the a

6、uthor tries to instroduce some reading strategies to students according to their different achievement goal orientations.this research，based on the principles of achievement goal orientations，reveals that the training of the students to use reading strategies in senior high school has positive effec

7、ts on both teachers and students. it can raise the students learning motivation in their english reading，and their language proficiency is considerably improved. it also helps the teacher reconsider their teaching methods, and thus consciously endeavor to improve them.the guiding theory of this pape

8、r， the issue of achievement goal orientations of the western education and psychology is an important topic. foreign scholars, started a multi-faceted discussion around the school work. many research revealed that some of these phenomena and laws, but also left many questions and gaps. in china the

9、study on correlation of achievement goal orientations and learning strategies only remain in the psychology, the current success of english reading strategies and ago targeting the theoretical reference is also very limited. this study based on previous theories, investigates integratedly the studen

10、ts learning effects from the two sides both achievement goal orientations and reading strategies. this study examines the relationship between the different goal orientations and learning strategies, mainly questionaires and language reading tests are utilized for sophomores in high school to examin

11、e their english reading achievement of learning goal orientation status, differences and the extent to which the achievement goal orientations are improved after the reading strategies are trained.main conclusions are:(1) there are three differences in achievement goal orientations: mastery of acade

12、mic honors student is approaching the main goal orientation; academic achievement is mainly a general health approach goal orientation; difficulties are mainly success-avoidance goal orientation;(2) training students english reading strategies based on their ago could improve teaching effectiveness;

13、(3) buiding students achievement goal orientations on english reading ability has a significant role on the interest in english learning;(4) new english class standard aims at teaching students the capacity for lifelong learning . the study of the correlation between student ago and reading strategi

14、es not only improves the students reading ability, but also explores the theory and practice for independent learning, lifelong learning, and for the implementation of the new curriculum it also has a positive effect.key words: achievement goal orientations，effects of learning，learning motivation， r

15、eading strategies 摘 要本论文旨在探索高中生成就目标定向与英语阅读策略的相关性。作者的研究目的试图说明通过成就目标定向进行阅读策略的训练能有效激发学生的英语阅读动机，这一点在英语教学中对提高教学效果有着重要的意义与前景。从20世纪80年代以来，外语教学的理论研究与实践均有很大转变，这些转变体现在教育理论与教学辅助技术的提高方面，以及我们对于有效学习外语或第二语言学习方法的反思上。随着研究焦点从教学研究转向学习研究，越来越多的注意力放在了个体语言学习者身上，阅读能力是每个学生语言学习的关键，阅读技能的提高为学生了解西方世界、与英语文化背景的人们交流打开了大门。据统计，国内外语言

16、测试中，阅读理解都占有很高的比例，这说明阅读能力是测试学习者语言水平的一个普遍的标准。鉴于目前高中学生学习方法的机械模式，作者尝试探索成就目标定向与英语阅读策略的相关性，尝试根据学生的不同成就目标定向指导学生掌握一些行之有效的阅读策略。本研究基于目标定向的原理对高中学生进行阅读策略的训练，此训练对师生均有积极的促进作用，既能提升学生的英语阅读学习动机，又能使他们的语言更加熟练，并促使老师努力思考改进教学方法。本论文的指导理论成就目标定向是西方教育学和心理学研究的一个重要课题，国外学者围绕着学业求助展开了多方位的探讨。大量的研究揭示了其中的一些现象和规律，但也留下了许多问题和空白。我国就成就目标

17、定向与学习策略的研究仅停留在心理学方面，目前成就目标定位与英语阅读策略相关性的研究， 能搜索到的理论参考还十分有限，本研究试图在前人理论的基础上，从成就目标定向和阅读策略两个方面来综合考查学生的阅读学习效率。本研究试图考查不同的目标定向与英语阅读的关系，主要采用问卷调查法和语言阅读测试法，对高中二年级学生英语阅读学习成就目标定向的现状、差异以及通过阅读策略的指导后的提高程度进行了研究和探讨。本论文的主要结论为: (1) 学生阅读成就目标定向的三个差异：学业优秀生主要是掌握一趋近目标定向;学业一般生主要是成就一趋近目标定向;困难生则主要是成就一回避目标定向; (2)依据学生的目标定位培养英语阅读

18、策略能有效提高教学效果； (3)依据英语阅读能力指导学生的成就目标定向对激发学生英语学习兴趣的具有显著作用； (4)英语课堂教学的新课标目的是培养学生终生学习的能力，学生成就目标定向与英语阅读策略的相关性的研究不仅提高了学生英语阅读能力，而且为学生自主学习、终生学习进行了理论与实践的探索，对新课标的实施具有积极的作用。关键词：成就目标定向，学习动机，学习效果，阅读策略contentschapter 1 introduction11.1 background of the study11.2 significance and innovation of the study21.3 organiz

19、ation of the paper2chapter 2 literature review42.1 related studies abroad on achievement goal orientation42.2 related studies at home62.3 research questions of the present study6chapter 3 theoretical background of the study83.1 definitions of second language learning strategies83.1.1 oxfords classif

20、ication of learning strategies83.1.2 cohens classification of learning strategies93.1.3 other classification of learning strategies93.2 theory of achievement goal orientations103.2.1the origin of the achievement goal theory103.2.2. definitions of achievement goal orientation103.2.3 the classificatio

21、n of goal theory113.2.4 previous research concerned achievement goals and learning strategies123.3 the definition of reading strategy133.3.1 ways of reading133.3.2 learning to read15chapter 4 methodology184.1 subjects184.2. procedures184.2.1 research design194.2.2 instruments204.2.3treatment204.3 da

22、ta collection214.4 data analysis22chapter 5 results and discussions265.1 results of the experiment265.2 discussion of pedagogical implications for promoting srl275.2.1 the first question of the study concerned the description of the students achivevement goal orientation as efl learners.275.2.2 the

23、role of srl strategies training275.2.3 the role of achievement goal orientation retraining285.2.4 the role of teacher feedback30chapter 6 conclusion326.1 the correlation between achievement goal orientation (ago) and english reading strategies (rs) in high school is evidence326.2 students have diffe

24、rences achievement goal orientations in reading stategies326.3 helping students build their own competence for life-long learning336.4 limitations and next suggestion for further study33bibliography35appendices41攻读学位期间的研究成果42abbreviationsachievenment goal orientations (ago) english as foreign langua

25、ge (efl)english language teaching (elt)english reading strategies (ers)foreign language learning strategies(flls) national english curriculum （nec）new national english curriculum(nnec)nine-year compulsory education (nyce) second language achievement(sla)second language learning strategies (slls) stu

26、dents reading learning (srl)chapter 1 introduction1.1 background of the study recentlly, the achievement goal theories have been becoming the focus of language learning and teaching. it plays an important role in improving students performance. objectively, the main task of the new national english

27、curriculum for nine-year compulsory education is to stimulate and cultivate students interest and their confidence in learning the language , and form effective learning strategies, to enable students to master basic english language knowledge and skills so that they form sufficient competence in us

28、ing the language; cultivate students abilities to observe, to memorise, to think, to imagine and to create; to increase their awareness of the cultural differences between the east and west, enlarging their vision.on the basis of these objectives, that we lay a sound foundation for students life-lon

29、g learning is the first important issue in their schooling.based on the experience of english teaching in senior high school, the author found that it is crucial for achieving the best performance to introduce to a number of different learning strategies to students, as the old chinese saying goes,

30、it is better to teach a man the way to fish than to give him a fish . teachers need to demonstrate from time to time what strategies are available and how to use them for different purposes. many learners are simply not aware of any learning strategies but rote learning. through some preliminary tra

31、ining on a special learning strategies, students report better awareness of other available strategies with their learning results. cohen(1994:69) points out, no single strategy will be appropriate for all learners or for tasks, so individual learners can and should apply the various strategies in d

32、ifferent ways according to their personal langage learning needs. and we have also found that defferent strategies have different effect on different students. for these reasons, strategy training should not be forced but introduced to allow choices and practices for students convenience, in other w

33、ords, students should be aware of their achievement goal orientations and the knowledge of learning strategies so as to choose different strategies according to their learning tasks. 1.2 significance and innovation of the study through exploring the correlations between the senior high school studen

34、ts achievement goal orientations and their english language reading strategies, the author tries to answer the following research questions in the present study:1)what kinds of achievement goal orientations do senior high school students have as efl learners?2)what kinds of reading strategies do the

35、y use in their english reading?3)how do their ago relate to their reading strategies?4)what leads to their ago and what are the implications for elt in senior high schools?5) what roles do the study play in the new national english curriculum by introducing students some suitable reading strategies

36、according to their ago?and through the analyses of relationships between achievement goal orientation and english reading strategies, the author wants to demonstrate the hypothesis that the achievement goal orientations can significantly stimulate senior high school students reading performance, whi

37、ch shows prominent prospect in english language learning and also lays a solid basis for students life-long learning which, in the long run, can satisfy the purposes of the new national curriculum for classroom teaching .1.3 organization of the paper this thesis consists of six chapters. chapter 1 i

38、s the brief instruction of the study . it presents the authors problems by investigating the students to use reading strategies based on their achievement goal orientations. chapter 2 is the literature review, which discusses the theories on the achievement goal theories and english learning strateg

39、ies of reading. chapter 3 is the detailed statement of the theoretical background of the study especially english reading strategies . it also discusses the teaching mode of english reading that has been practicing all these years and the problems that have been found in them，and then the problems a

40、re analyzed. chapter 4 is the most important part of the thesis，the author makes a detailed plan for conducting the action research on the training of the students to use reading strategies according to their achievement goal orientations in high school. the author keeps a record of the whole resear

41、ch process of and deseribes each process in detail by using such data， matirals are collected by means of questionaire and tests. the research plan is modified properly during the process so as to obtain a content result of research. chapter 5 summarizes the effect of the research and discusses the

42、results. chapter 6 makes a conclusion of the research.chapter 2 literature review2.1 related studies abroad on achievement goal orientationstheories of motivation, specifically achievement motivation, attempt to explain factors mediating students autonomous reading behavior in the quest for an under

43、standing of background reasons for human endeavor and behavior. fabriziobutera (2007) defined motivation as a driving force for students reading goals, the activities they choose to be engaged in to reach those goals, and the intensity with which they engage in the activities. in that respect, conte

44、nt-specific motivational characteristics, that is, focus of control type, self-efficacy beliefs, and value judgments in a particular course, practically shaped by the specific learning climate, are expected to mediate the achievement goal orientations that students adopt and the reading behaviors th

45、ey exert . researchers have labeled different sets of contrasting achievement goal orientations: learning versus performance (elliot & dweck 1988); task versus ego (tomj.vanweert，2006); deep, achieving, and surface approaches to achievement (ainley 1980); mastery versus performance (ames & archer 19

46、92); task mastery, ego-social, and work-avoidant (emmanuelblanchard 2004); and knowledge building, instructional, and task completion (tomj.vanweert 2006). the common rationale and criteria in defining those sets of contrasting achievement goal orientations are related to whether the approach or ori

47、entation perceives and values learning as an end in itself or as a tool for other external goals. among the frameworks, mastery, ego-social, and work-avoidant (emmanuelblanchard 2004) can be considered as inclusive of others. in mastery orientation, achievement is represented as mastery and understa

48、nding with an emphasis on selfdevelopment. ego-social orientation emphasizes achieving high grades and outperforming others to gain social approval and enhance ones ego. in the work-avoidant orientation, failure is avoided even without hard work, so achievement is represented as completing a task wi

49、th as little effort as possible. on the other hand, the idea of self-regulated learning, generated by the demands of the dynamic nature of the knowledge systems typical of our time, deems learning a life-long act and the learner an active participant in the teaching-learning process. within that con

50、text, promoting students independence by equipping them with the skills for learning is supposed to enable them to orchestrate their own life-long learning act more effectively. the active participation of the learner in the learning processes implies learning to learn with students increased initia

51、tive and control of their own learning acts supported and enhanced by the tools used in learning strategies ( loranger 2008). thus, learning strategies defined globally as mental processes that learners can deliberately recruit to help themselves learn and understand something new (jason w brown 199

52、6), are regarded as essentials of self-regulated or autonomous learning. experimental research studies, mostly proposing intervention models, have demonstrated the positive effect of training the underachieving, disabled, and successful students to use learning strategies effectively to help them ov

53、ercome their learning problems and enhance the degree and quality of their learning (benton 2008;) similarly, gilbert (1971) presupposed that it was possible to overcome learners capacity limitations by training them in metacognitive strategies. yet, weinstein(1973), stated that to prevent strategy

54、training from turning into mere mechanical competency training, learners must have a repertoire of various learning strategies; they also must learn which tactics to use in various circumstances involving critical thinking processes. the new understanding of learning strategy use, which emphasizes t

55、eaching students when to use which strategy most effectively, is the product of a holistic perception of learning that focuses on the whys of learning as well as the hows. in that respect, achievement goal orientations could help explain the whys of the intensity of students cognitive engagement in

56、terms of learning strategy use. students achievement goal orientations and learning strategy use are context-specific traits rather than general traits. ames and archer (1992) argued that (a) situational demands are the initiating factors that shape students individual perceptions which, in turn, fo

57、rm up adoption of different goal orientations and goal orientations finally lead into variance in students use of learning strategies. these arguments are critical because they illustrate the dynamic interplay between social, motivational, and cognitive factors that influence learning behavior. 2.2

58、related studies at home researchers in china have also labelled a set of learning strategies and achievement goal orientations , although they mostly study these theories separately, that is,they focus on cognitive psychology or learning strategies .but resently they pay attention to the relationship between goal orientations and learning strategies as well. wen qiufang(1995) have showed that“successful students demonstrate a greater use of learning s