Research On Study Engagement Of English Learning For The Secondary Vocational School Students From The Perspective Of Expectancy-Value Theory

Vocational college entrance examination has become the final trend for secondary vocational students,as English is one of the main subjects in entrance examination,it play a vital role for them whether they can get to the ideal vocational,college or undergraduate institutions or not,and can continue to accept re-education or not.However,most secondary vocational students have poor English foundation and bad English learning habits,and the immediate cause of their English scores is the deficiency of English study engagement.In this paper,through the study of the study engagement theory,I establish the composition of study engagement applying to this article,and it is divided into positive study engagement and negative study engagement.The root cause of the lack of study engagement in English learning is that students don't have enough confidence in their own ability,and some students even do not correctly recognize the value of English,so they do not pay attention to English learning or even break the jar.Expectancy-Value theory is one of the most important achievement motivations.It includes ability belief,success expectation and task value.Using the Expectancy-Value theory to study the study engagement of English opens up a new horizon for the study of study engagement for secondary vocational students.The aim of the thesis is figuring out the relation between Expectancy-Value theory and English study engagement of vocational students,and whether we can predict and improve their English study engagement through the level of their Expectancy-Value,as well as the effects of surroundings on the level of their Expectancy-Value and their English study engagement.The author chooses five classes of students preparing for the college entrance exams at the vocational school where the author is located.Firstly,he makes the hypotheses of the argument,and carries out the correlation,regression and predictive assumptions about the relationship between the expected value and the learning input,and makes a difference assumption on the relationships between the outside surroundings,the expected value and the learning input.Then he prepares a questionnaire and conducts the implementation of the investigation.Then use SPSS 18.0 to analyze the results of the questionnaire survey,and the conclusions are as follows:(1)The Expectancy-Value as a whole and the English study engagement of secondary vocational students are positively correlated,and show a significant predictive effect.The dimension of ability belief and the task value have a significant positive predictive effect on the positive study engagement,and have a significant negative predictive effect on the negative study engagement,while the successful expectation has no significant correlation and predictive effect on the secondary vocational students'Expectancy-Value and the study engagement.(2)As for secondary vocational students' personal information,whether a secondary vocational student is a class cadre or not and the ranking of their English score,both have a significant difference in the level of Expectancy-Value and study engagement.(3)As for the external environment of the students,the family address and parental occupation of the family environment have a significant difference on the secondary vocational student's Expectancy-Value and study engagement.In the learning environment,the learning atmosphere,the interpersonal relationship and the teacher 's support for students all have significant influence of difference on the secondary vocational students' Expectancy-Value and the study engagement.Finally,carry out the study hypothesis,and according to the results of the study,the author makes recommendations as follows:(1)Use hierarchical teaching method,and set reasonable course difficulty,in order to improve the Expectancy-Value level of secondary vocational students;(2)Change the learning method of the course,to promote secondary vocational students' positive study engagement in English learning,and to avoid negative study engagement;(3)Strengthen teacher's support for secondary vocational students,change and diversify the way teachers and students communicate.