A Study on the Correlations between English Majors’ Listening Self-efficacy and English Listening Achievements英语专业学生听力自我效能感与听力成绩的相关性研究文献综述

 2021-12-31 19:53:34

全文总字数：14469字

文献综述

1.Introduction1.1 Research backgroundEnglish, as one of the most popular languages in the world, plays an important role in social and economic life. In China, English is a very important subject and its score occupies an important proportion in the entrance examination. As one of the four basic skills in foreign language acquisition, English listening is vital. Krashen has pointed out the significance of English listening in his input hypothesis (1981). Hence, good English listening ability is the key to language acquisition (Vandergrift listening comprehension is the least explicit and the most difficult language skill to tackle with (Rahimi s affective filter hypothesis, affective factors have a great influence on learning effectiveness (1982).Self-efficacy is one of the major components of affective factors. It is proposed by Albert Bandura, a famous American psychologist. It is defined as the degree of ones feelings about ones ability to accomplish goals. Bandura believes that self-efficacy is the result of measuring and evaluating one's own ability, which in turn regulates people's choice of behavior, the amount of effort they put in, and determines their ability to perform in specific tasks (1977, 1997). It is universally acknowledged that high self-efficacy will produce enough efforts to achieve success and the results of success will further strengthen the expectation of self-success. A person with high self-efficacy is inclined to achieve better performance than a person with low self-efficacy (Bandura, 1997; Schunk Pajares, 2002). Therefore, it is meaningful to study the correlations between self-efficacy and English listening achievements. Although self-efficacy has attracted the attention of many researchers, only a few studies focus on the relationship between listening self-efficacy and English listening achievements. Whats more, most researches on English listening focus on the training of listening skills and non-English majors. Accordingly, for the sake of making up for the deficiencies of previous studies, this thesis is conducted to explore the correlations between listening self-efficacy and English listening achievements.1.2 Need for the studyThis thesis has both practical and academic meanings. For one thing, English listening is an important component of language acquisition. However, in China, both language learners and teachers pay more attention to vocabulary and grammar. They spend more time memorizing words and learning grammar than listening. Many students who have successfully passed the English listening test actually can understand very little. A lot of them choose the answers according to the words they understand and using the test strategies such as reasoning and exclusion. In this way, it is possible for them to pass the exam, but in fact, they do not have the ability to use English. Whats more, as for how to improve English listening performance, most teachers and students focus on the training of listening skills, but pay little attention to the psychological factors that affect listening ability. If high self-efficacy has a positive influence on the listening achievements, it will be helpful to support the teaching in listening classes which is instructive to teachers' teaching. For another, this study explores the correlations between English Majors listening self-efficacy and English listening achievements explicitly, which is a supplement to the previous studies.Therefore, its necessary to study the correlations between English Majors listening self-efficacy and English listening achievements which can better predict language learners listening comprehension. Its beneficial for language learners, future listening courses and relevant studies on English acquisition and self-efficacy.1.3 Research purposesThe present study aims to explore the correlations between listening self-efficacy and listening achievements among English majors in order to put forward some implications for English teaching and help language learners acquire English listening more effectively. Besides, this study attempts to provide a sample for teachers and learners to attach importance to the influence of self-efficacy in English listening. Therefore, teachers canguide students to realize and adjust their listening self-efficacy to have a good listening performance.2. Literature review2.1 Definitions of Self-efficacyIn 1977, Bandura, an American cognitive psychologist, put forward the theory of self-efficacy, which is a very important part of his social cognitive theory system. He defined it as a specific kind of expectancy concerned with a persons beliefs in his or her ability to perform a certain action or a set of behaviors required to produce an outcome (Bandura, 1977: 191). Then, Bandura put forward the second definition of self-efficacy as the judgment of individual's ability to organize or carry out a series of activities in order to achieve a certain goal (1986). Whats more, Bandura claimed that self-efficacy was a generative capability in which cognitive, social, emotional and behavioral sub-skills must be organized andeffectively orchestrated to serve innumerable purposes (1997:16).In addition to Bandura's definition of self-efficacy, many scholars have also defined self-efficacy based on their different studies. According to Huang and Schanmao, self-efficacy refers to the belief held by individuals whether they can successfully complete a certain task or behavior (1996). Schunk (2001) regards self-efficacy as an individual's belief about his or her ability to achieve a certain desired level of behavior.All in all, self-efficacy refers to the degree of ones feelings about ones ability to accomplish goals. Bandura thinks that due to the differences between different areas of activity, the required abilities and skills are also very different. A person's self-efficacy is different in different fields (1977). Therefore, the listening self-efficacy in this study can be specifically defined as the degree of ones feelings about ones ability to accomplish English listening tasks.2.2 Sources of Self-efficacyAccording to Bandura (1997), there are four major sources of self-efficacy: master experience, vicarious experience, verbal persuasion and physiological states.Mastery experience is the most influential source of self-efficacy. Because successful experience can make people form a high self- efficacy which makes people have confidence in their ability to achieve a certain goal. However, the experience of failure may reduce the individual's self-efficacy. People will feel frustrated and hopeless. What is particularly noteworthy is that the initial successful experience is very important for people to achieve greater achievements in the future.Vicarious experience is experience observed from others. If people see others like them achieving success through sustained effort, they will believe that they have the ability to succeed too. On the contrary, the observation of losers will make individuals doubt their ability to carry out similar activities, which in turn reduces motivation levels.Verbal persuasion is the third source of self-efficacy. When people are persuaded that they have the ability to complete tasks and work, they are more likely to put in more efforts and perseverance to it. Nonetheless, persuasion should be be realistic, sincere, and from a credible source (Bandura, 1997:34), otherwise, it may lead to failure and weaken people's self-efficacy.The fourth way of improving peoples self-efficacy is physiological states. People often rely on what they are feeling physically and emotionally when assessing their own abilities. They tend to view stress as a sign of poor performance and view pain from endurance activities as physical defects. At the same time, emotions can also affect people's judgment of their own ability. Positive emotional state can enhance self-efficacy. Negative emotional states may weaken self-efficacy.2.3 Studies of Self-efficacy in Listening Comprehension Since the concept of self-efficacy was put forwarded in 1977, it has attracted a large number of scholars and generated a wave of research. As for overseas studies on listening self-efficacy, Zimmerman (2000) conducted a research and found that self-efficacy belief was sensitive to the subtle changes of students' performance situation and it interacted with self-regulated learning process, and mediated students' academic achievement. Therefore, students self-beliefs about their capabilities play a vital role in their motivation to achieve. However, this study did not specifically deal with a certain field of learning, such as mathematics, English writing, English listening, etc. Later, Rahimi and Abedini (2009) researched the interface between EFL learners listening self-efficacy and listening achievements and it turned out that there was a positive relationship between them. Yuichi Todaka (2016) investigated 197 Miyazaki Municipal University freshmens self-efficacy of listening skills. And the findings showed that establishing specific English learning reasons is the key to help learners have a higher sense of self-efficacy in their English listening skills. Lee (2017) conducted a study among 174 tertiary level learners to explore the relationship between L2 listeners self-efficacy and listening achievements for three kinds of listening tasks and four comprehension skills. The results of this study showed that the overall self-efficacy of listeners was closely related to their listening comprehension proficiency and specific listening self-efficacy can significantly predict listening performance.As for studies in China, Hu and Xu (2003) studied the correlation between the learning self- efficacy and learning strategy and their influence on academic achievement. They found there was a significant correlation between learning self- efficacy and learning strategy. They also found learning self-efficacy can indirectly influence the academic achievement of middle school students by influencing their learning strategy. Similarly, Zhu (2010) and Wang (2017) conducted studies to explore interrelationship among listening self-efficacy, learning strategies and listening achievements. The result was there was a significant correlation between them. Students with higher listening self-efficacy tend to use more cognitive strategies in listening. Students with higher listening self-efficacy tend to have higher listening scores, and vice versa. This study This study focuses on English listening, which has enlightenment significance for the future listening teaching and the improvement of students' listening level. Recently, Wen (2020) selected 200 junior high school students to directly explore the relationship between listening self-efficacy and listening performance and found that listening self-efficacy positively correlated with their listening achievements. This study further enriches the empirical study of affective factors in second language acquisition.ReferencesBandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.Bandura, A. (1986). Social foundations of thought and action: A social cognitivetheory. NJ: Prentice Hall.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Graham, S. (2011). Self-efficacy and academic listening. Journal of English for academic purposes, 10(2), 113-117.Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.Lee, J. Y. (2017). The relationship between L2 listeners self-efficacy and listening proficiency for various listening tasks and comprehension skills. Korean journal of applied linguistics, 33(4), 155-174.Margoils, H. , Mccabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in school and clinic, 41(4), 218-227.Rahimi, A. Abedini. A. (2009). The interface between EFL learners self- efficacy concerning listening comprehension and listening proficiency. Novitas royal, 3(1), 14-28.Rahimi, M. Abedi. S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-social and behavioral sciences, 98, 1454-1460. Schanmao, C. F. Huang, S. C. (1996). Self-efficacy of English as a second language learner: An example of four learners. Oxford: Pergamon.Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the schools, 22, 208-223.Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman D. H. Schunk (Eds), Self-regulated learning and academic achievement : Theoretical perspectives. Mahwah, NJ: Lawrence Erlbaum.Schunk, D. H. Pajares. F. (2002). The development of academic self-efficacy. In A.Wigfield J. Eccles (Eds.), Development of achievement motivation. San Diego:Academic Press.Todaka, Y. (2016). Self-efficacy of English listening skills in Japanese college EFL learners. International journal of education and practice, 4(1), 21-36.Vandergrift, L. Baker. S. C. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390-416.Zimmerman, B. J. (2000). Self-efficacy: An Essential Motive to learn. Contemporary Educational Psychology, 25, 82-91.白红梅（2016），中学生自我效能感和学业成绩的关系研究，《教育心理》，43-48。

边玉芳（2003），学习自我效能感编制与应用，博士学位论文。

上海：华东师范大学。

胡桂英、许百华（2003），中学生学习自我效能感、学习策略与学业成就的关系，《浙江大学学报（理学版）》，（4）：447-480。

刘昕（2009），英语专业学生自我效能感与英语自主学习能力相关性研究，硕士学位论文。

山东：青岛科技大学。

王莹（2017），英语专业听力自我效能感与学习策略对其听力影响的实证研究，硕士学位论文。

山东：青岛科技大学。

文美懿（2020），英语听力自我效能与成绩的相关性研究，《文学教育（下）》，（05）：168-170。

剩余内容已隐藏，您需要先支付 10元 才能查看该篇文章全部内容！立即支付

以上是毕业论文文献综述，课题毕业论文、任务书、外文翻译、程序设计、图纸设计等资料可联系客服协助查找。

您可能感兴趣的文章