Chapter One Introduction
1.1 Research Background
“自我功效”，这是作为一个认知概念班杜拉在1977年提出的，是指一个人的组织和实施任务的具体情况，可能包含小说，不可预知的，英语论文题目，并可能是紧张的功能（班杜拉，1997;崇德的行动信念，1984）。自我效能感被定义为人们了解自己的能力的信念产生指定的性能水平，行使作用力的事件，作用他们的生活。自我效能的信念决定了人们的感觉，思考，激发他们的自我表现。这种信念产生这些不同的效果，通过四大过程，包括认知，动机，情感和选择过程（班杜拉，1994）。感很强的疗效提高人类成就和个人在许多方面的福祉。保证在自己的能力高的人接近艰巨的任务，所面临的挑战需要掌握，而不是威胁，要避免。这样一种有效的展望活动的培育的内在利息及深全神贯注。他们自己设定具有挑战性的目标，并保持强劲的对他们的承诺。他们提高和维持他们的努力在面对失败。他们迅速恢复他们的失败或挫折后的效果感。他们失败归于效果不足或缺乏知识和技能，这是一个认知过程。他们的做法受到威胁的情况，保证他们能够行使控制权。这样一种有效的前景产生个人成就感，减轻压力和降低脆弱性抑郁症。（班杜拉，1994）相反，人们怀疑自己的能力，回避困难的任务，他们认为个人的威胁。他们有愿望和低弱的承诺，他们选择追求的目标。当面临着艰巨的任务，他们住在他们的个人的不足，他们将遇到的障碍，以及各种不良后果，而不是集中在如何成功执行。他们懈怠，并迅速在困难面前放弃。他们缓慢恢复意识的疗效下面的失败或挫折。因为他们认为性能不足，缺乏资质，并不需要太多的失败为他们自己的能力失去信心。他们属于容易压力和抑郁的受害者。 （班杜拉A，1994年）The term “self-efficacy”, which was presented as a cognitive concept by Bandura in 1977, refers tobelief about one’s organize and implement actions in task specific situations that may contain novel,unpredictable, and possibly stressful features(Bandura, 1997; Schunk, 1984). Perceived self-efficacy isdefined as people’ beliefs about their capabilities to produce designated levels of performance that exerciseinfluence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivatethemselves and behave. Such beliefs produce these diverse effects through four major processes, theyinclude cognitive, motivational, affective and selection processes (Bandura, 1994).A strong sense of efficacy enhances human accomplishments and personal well-being in many ways.People with high assurance in their capabilities approach difficult tasks as challenges to be mastered ratherthan as threats to be avoided. Such an efficacious outlook fosters intrinsic Interest and deep engrossment inactivities. They set themselves challenging goals and maintain strong commitment to them. They heightenand sustain their efforts in the face of failure. They quickly recover their sense of efficacy after failures orsetbacks. They attribute failure to insufficient effect or deficient knowledge and skills which are acquirable.They approach threatening situation with assurance that they can exercise control over them. Such anefficacious outlook produce personal accomplishment, reduces stress and lowers vulnerability to depression.(Bandura, 1994)In contrast, people who doubt their capabilities shy away from difficult task which they view aspersonal threats. They have low aspiration and weak commitment to the goals they choose to pursue. Whenfaced with difficult tasks, they dwell on their personal deficiencies, on the obstacles they will encounter,and all kinds of adverse outcomes rather than concentrate on how to perform successfully. They slackentheir efforts and give up quickly in the face of difficulties. They are slow to recover their sense of efficacyfollowing failure or setbacks. Because they view insufficient performance as deficient aptitude it does notrequire much failure for them to lose faith in their capabilities. They fall easy victim to stress anddepression. (Bandura,A, 1994)
Another affective factor which is crucial for language learning is anxiety. Early in the 1940s and 1950s,the research on anxiety was a hot point in the field of Educational Psychology. During the 1950s and 1960s,research was undertaken to find the relationship between high anxiety and learners’ achievement. Since1970s, affective factors in foreign language learning have gained more attention. It is more a，英语论文范文
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