北京第二外国语学院学报 ›› 2019, Vol. 41 ›› Issue (1): 112-126.DOI: 10.12002/j.bisu.199

• 外语教学研究 • 上一篇    下一篇

非英语专业大学生英语学习拖延影响因素的实证研究

苗佳1,崔峥2   

  1. 1 东北大学秦皇岛分校外国语言文化学院,066004
    2 东北大学外国语学院,110819
  • 收稿日期:2017-08-06 出版日期:2019-02-15 发布日期:2019-06-10
  • 作者简介:苗佳,东北大学秦皇岛分校外国语言文化学院,066004,研究方向:应用语言学、二语习得、心理语言学、神经语言学。电子邮箱:miaojiamail@163.com。|崔峥,东北大学外国语学院,110819,研究方向:二语习得。电子邮箱:284364743@qq.com
  • 基金资助:
    全国教育科学规划教育部重点课题“微学习模式下大学生外语学习投入的实证研究”(DIA150292);教育部人文社会科学研究青年基金项目“移动微学习模式下大学生外语自适应学习投入的实证研究”(17YJCZH130)

An Empirical Study on the Determinants of Non-English Majors’ Procrastination in English Learning

Jia MIAO1,Zheng CUI2   

  1. 1. School of Foreign Studies, Northeastern University at Qinhuangdao, Qinhuangdao 066004, China
    2. Foreign Studies College, Northeastern University, Shenyang 110819, China
  • Received:2017-08-06 Online:2019-02-15 Published:2019-06-10

摘要:

在文献研究的基础上,本文采用问卷调查、半结构式访谈获取原始数据,根据232份问卷的探索性因子分析结果,将非英语专业大学生英语学习拖延的影响因素分为任务因素、自主学习因素、情境因素和人格因素4种类型,并通过261份问卷的验证性因子分析确定了最终的维度。在此基础上本研究系统评估了非英语专业大学生英语学习拖延行为的产生原因,分析了这些影响因素对其拖延行为的作用机制。基于此,笔者从提高自主学习能力、改善学习环境和调解积极情感三个方面构建学习拖延干预策略对拖延行为的干预机制。最后,从研究样本、研究方法等方面指出了本研究存在的不足,并对未来的研究进行了展望。

关键词: 英语学习拖延, 影响因素, 教学干预策略

Abstract:

On the basis of the correlated literature research, this paper acquires the original data through interviews and semi-structured questionnaire. The results of the exploratory factor analysis on the basis of 232 questionnaires show that the procrastination determinants of non-English majors in their English learning can be divided into four types: task factor, autonomous learning factor, circumstantial factor and personality factor. The final dimension of the classification is confirmed by the confirmatory factor analysis through 261 questionnaires. Borrowing ideas from theories and results of research in domestic and foreign educational psychology field on learning procrastination, this paper makes a trial investigation and research on the procrastination behaviors in English learning in Chinese universities. We systematically evaluate the major causes of the procrastination behaviors of non-English majors in their English learning, and analyzes how these determinants affect their behaviors. Then the mechanism of intervention is established, which will promote the ability of autonomic learning, improve the learning environment and modulate positive emotions. Finally, it points out the limitation of the study on the research samples and research methods and discusses the prospect for the future research.

Key words: English learning procrastination, determinants, teaching intervention strategy

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