The Study Of The Relationship Between The Contextualization Of Primary School English Assignments And Self-efficacy

This dissertation adopts the research method of the education teaching experiment,on the basis of the survey of the the present situation of one school in Beijing students' English learning self-efficacy,from the sources of students' self-efficacy formation,the sources are the successful experience of students' learning,others' learning successful experience in alternative,evaluation,the advice,guidance,and encouragement of others,students' own emotions and learning state and attributional pattern.With the help of personalized practice of English written assignments,improve the students' English learning self-efficacy from the contextualization of the English written assignments.And the students will like learning English,also have better marks.The purpose of this study mainly includes:(1)The contextualization of English assignments can promote the students' English learning self-efficacy during the experimental phase.(2)The differences on the students' English learning self-efficacy improved by the students with different sexes and grades.(3)Study on the relations among the effects of the English written assignments,English learning self-efficacy and English academic achievement.This dissertation mainly adopts document analysis method?experimental method?mathematical statistics?questionnaire method?observation method and interview method.And it carries out experimental study on the students in Grade Three during contrast phase and experimental phase.Survey the present situation of the students' English learning self-efficacy and English academic achievement of all the students in Grade 3.Each of the contrast phase and experimental phase lasts for three months.Then put the variation of contrast phase before and after test and the variation of the experimental phase before and after test into comparison.Analysis the correlation of the data and see the promotion effect.The main conclusions of this dissertation are as follows:(1)There is a significant correlation between the contextualization of English assignments and English learning self-efficacy.And the using of the contextualization of English homework can improve students' self-efficacy.The pupils are more interested in English learning.And they can also have better marks on English academic achievement.(2)There is a significant correlation between the promotion of the self-efficacy of primary school students and student's academic performance in English.They affect each other.(3)On the cultivation of the primary school students' English learning self-efficacy,students' own emotions and learning state,the advice,guidance,and encouragement of others and the successful experience of students' learning can play a bigger role.The encouragement,guidance,advice,and persuasion from the teachers and parents can play a very important role on the the cultivation of self-efficacy.(4)Girls' self-efficacy is apparently higher than boys' self-efficacy.And on each dimensionality(including the successful experience of students' learning,others' learning successful experience in alternative,evaluation,the advice,guidance,and encouragement of others,students' own emotions and learning state and attributional pattern),the mean value of the girls' self-efficacy is higher than the boys' too.(5)Different levels of academic achievement of primary school students exist more differences in self-efficacy,the successful experience of students' learning,the advice,guidance,and encouragement of others,and students' own emotions and learning state than others' learning successful experience in alternative.From the perspective of education and teaching,the last part of the dissertation tells some practice of the operation suitable for daily teaching,like the guarantee of the contextualization of English assignments,setting up appropriate learning environment,and focusing on the best learning state.By doing so,the students' English learning self-efficacy can be promoted.