本文是一篇英语论文，通过对数据的分析，本研究回答了研究开始时提出的三个问题：1）第一个问题是高中生英语学习适应性的现状。2） 第二个问题是英语学习适应性在年级和性别之间的差异。3） 第三个问题是分析影响高中生英语学习适应性的原因。
Chapter One Introduction
1.1 Study Background
Academic adaptability is the core component of students’ quality structure(Tian Lan, 2004). Improving learning adaptability plays an important role in the cultivation of students’ quality. Academic adaptability can predict students’ academic performance. A higher level of academic adaptability is the guarantee for students to achieve good academic performance (Dai Yuhong, 1997). Students’ low academic adaptability will decline students’ performance or unimproved performance.
In addition, academic adaptability is closely related to students’ personality characteristics and academic self-efficacy (Zhang Jing, 2012). Students’ good learning attitude and strong learning will can enhance students’ confidence in learning and contribute to students’ academic adaptability and personality development. High school students are in an important stage of academic development, which paves the way for entering the University.
National English Curriculum Standards for High School (2017) points out that the goal of learning ability is that students can choose appropriate strategies and methods, and then monitor, evaluate, reflect and adjust their learning content and process. This points out that students need to learn to reflect and adjust their learning behavior in their daily life. If students find that the current learning methods or skills are not suitable for the current stage of learning, they need to make timely changes and adjustments. Having good academic adaptability can help students actively adjust themselves to the changes of learning and environment. By adjusting their learning methods and learning attitude, they can finally achieve a good state of learning adaptation and promote their learning ability.
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1.2 Research Purpose and Significance
In this part, the purpose of the research will be presented firstly. Afterwards, the research significance will be introduced.
1.2.1 Research Purpose
On the basis of literature analysis, questionnaire and interview, this research investigates the current situation of senior high school students’ English academic adaptability. After that, the research aims to find out the problems and causes of the problems in the process of English academic adaptability of senior high school students, so as to explore the methods of cultivating senior high school students’ English academic adaptability, optimize students’ existing learning methods, and provide teachers with targeted suggestions.
1.2.2 Research Significance
For theoretical significance, this study conforms to the requirements of students’ autonomous learning in the era of quality education. By exploring the overall situation of senior high school students’ English academic adaptability, this research puts forward suggestions and countermeasures to promote senior high school students’ English academic adaptability, so as to provide reference for exploring and promoting senior high school students’ English academic adaptability.
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Chapter Two Literature Review
2.1 Definitions of Adaptability and English
Academic Adaptability This part is going to describe some terms about adaptation, adaptability, academic adaptability, English academic adaptability and the classifications of it.
2.1.1 Definition of Adaptability and Academic Adaptability
The word “adaptation” originally derives from the Latin word adjustare, which first came from The Origin of Species (1959) of Darwin. According to Darwin, adaptation means that individuals can adapt to the environment best in a competitive surroundings, which is the result of natural election. In the other hand, most domestic scholars discuss the definition of adaptation based on Piaget’s Assimilation- Accommodation Theory (Gao Shuaiqi, 2011). Piaget (1981) thinks that the subject can adapt to the changing external environment. Cognitive development is the balance between individuals and their surroundings in the process of continuous change. The balance between assimilation and accommodation is adaptation.
What’s more, there are some distinctions between adaptation/adjustment and adaptability. Adaptation is a state of balance between the individual and the environment. However, adaptability is the ability to keep balance between the individual and the changing environment. Martin et al. (2013) defined adaptability as the appropriate adaptation of cognition, behavior and emotion while facing uncertainty and novelty.
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2.2 Researches on English Academic adaptability at Home and Abroad
Scholars at home and abroad have studied the topic of academic adaptability. By combing the previous literature, this section sorts out the researches on academic adaptability. Foreign scholars study academic adaptability earlier than Chinese scholars, and their research paves the way for China’s researches.
2.2.1 Previous Researches Abroad
Foreign researches on academic adaptability mostly can be divided into four categories: (1) scale; (2) scale verification; (3) correlation research; (4) experimental research.
(1) Scale
Baker and Siryk (1984) sorted out the literature on adaptation to college, and divided them into four dimensions: academic adaptation, social adaptation, personal emotional adaptation and general adaptation. According to the dimensions, The Student Adaptation to College Questionnaire (SACQ) was designed. This questionnaire has been used by many researchers. Midgley et al. developed The Patterns of Adaptive Learning Scales (PALS) in 2011. Anderson, Guan and Colmar (2016) developed the Academic Adjustment Scale (AAS) for students who have temporarily moved to a new culture in order to receive higher education.
(2) Scale Verification
After Baker and Siryk developed The Student Adaptation to College Questionnaire (SACQ), Baker and Siryk (1986), Ronald et al. (2011) and Martin et al. (2013) verified the scale. Baker and Siryk (1986) described the method of life intervention for freshmen based on the scale. Ronald et al. (2011) verified the validity of the scale, and showed that there were differences in the adaptability of Freshmen in six aspects (emotional, social, college, institutional, studying and academic). Martin et al. (2013) validated the questionnaire and investigated the propensity factors of adaptability and the effect of adaptability in predicting academic and non academic outcomes.
英语论文参考
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Chapter Three Research Methodology .............................. 16
3.1 Research Questions ..................................... 16
3.2 Research Subjects .............................. 16
Chapter Four Results and Discussion .............................. 21
4.1 Status Quo of EAA in High School ...................................... 21
4.1.1 Situation of Learning Attitude .................................... 22
4.1.2 Situation of Learning Methods ................................. 25
Chapter Five Findings and Implications .......................................... 49
5.1 Major Findings .................................... 49
5.2 Implications ....................................... 50
Chapter Five Findings and Implications
5.1 Major Findings
This study investigates the English academic adaptability of senior high school students. The following will answer the three questions raised at the beginning of this study.
Firstly, according to the data analyzed by SPSS 26, the average English learning adaptability of senior high school students is above average, with an average of 3.4483. Among the 12 sub-dimensions, the first is physical state, followed by note-taking method, learning enthusiasm, friend relationship, independence, school environment and perseverance. Then followed by the examination strategy, lesson-taking. The last three are learning skills, family environment and learning plan.
Secondly, there is no significant difference in English academic adaptability between Senior two and Senior one. The students of both grades are able to adapt to English learning at this stage. There are obvious differences between male and female students in learning English. The average of female students’ English academic adaptability is higher than that of male students. Girls are more diligent in taking notes than boys, and girl’s situation of taking notes is better than boys. In addition, girls perform better in the sub-dimension of friendship. Girls are more willing to help their friends or classmates solve their English problems and make progress together with their friends.
Thirdly, there are also some factors that affect the English learning adaptability of senior high school students. The factors that affect the students’ English academic adaptability include internal factors and external factors. The internal factors contain students’ unable to stick to the English learning plan, students’ lack of English learning skills, students’ poor class situation and insufficient willpower while external factors consist of poor family environment.
英语论文怎么写
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Chapter Six Conclusion
6.1 A Brief Summary
This study mainly investigates the current situation of English academic adaptability in senior high school. Students from Senior One and Senior Two were randomly selected as subjects. The English Academic Adaptability Questionnaire that is adapted from Zhou Bucheng’s Academic Adaptability Test (AAT) and interview are used as the research instruments. 325 questionnaires were collected. Among them, 310 were valid questionnaires. The data were analyzed by SPSS 26, and the interview results were encoded.
By analyzing the data, this study answers three questions raised at the beginning of the study: 1) The first question is the current situation of high school students’ English academic adaptability. 2) The second problem refers to the difference of English academic adaptability between grades and genders. 3) The third problem is to analyze the reasons that affect the high school students’ English academic adaptability.
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