英语论文网

本文是一篇大学英语教学论文，本研究结果表明：（1）非英语专业大学生的成长型语言思维模式处于偏上水平，固定型语言思维模式处于偏下水平，语言坚毅和语言适应性处于偏上水平。（2）成长型语言思维模式，语言适应性，语言坚毅和其子维度努力持久性均与英语学业成绩呈中度正相关，而语言坚毅的另一个子维度兴趣一致性与英语学业成绩呈高度正相关，但固定型思维模式与英语学业成绩呈高度负相关。

Chapter One Introduction

1.1 Background of the Study

People used to have the choice of whether or not to learn foreign languages. However, due to globalization, acquiring a foreign language in school is now required in many nations. English is the most commonly studied foreign language taught in schools because it is the common global tongue. It is a compulsory subject in China from primary school to college. Because college students are valuable human resources in a country whose English proficiency is vital in improving academic research, expanding thinking and promoting international communication, almost all college students need to learn English. Among English learners in university, students majoring in non-language subjects account for the majority, and their English learning situation is more worrying than English majors. Most of them can recognize the significance of English, but they still cannot perform well in English tests due to some inherent and external factors (Zhang, 2020). Among these factors, students’ individual differences factors including language mindsets, language grit and language adaptability, tremendously influence their English academic achievements. 

Generally speaking, learners in our country are apt to hold fixed mindsets, which is not conducive to their English learning. According to PISA results, only 56% of Chinese students have growth mindsets below the global average of 63% (OECD, 2019). In addition, some students feel helpless in English learning and do nothing to improve it. They even think they lack talent in language learning (Wu, 2018; Xu, 2015). Moreover, these negative beliefs will cause their failures in English. Students with these fixed language mindsets always focus more on their learning results than the learning process because they think their English ability cannot be changed whether they work hard or not. Some students care more about whether teachers flunk them on final tests than improving their English skills. And it may be why some students do something unrelated to English in college English classes.  

1.2 Significance of the Study

This study has significance both in theory and practice. From a theoretical standpoint, this research demonstrates some noteworthy points. It investigates both the cognitive and non-cognitive variables affecting English academic achievement. In addition, it probes the relationships among these factors (language mindsets, language grit and language adaptability), which is the extension and development of individual differences in second language acquisition. Furthermore, this study explores the direct and indirect factors influencing English academic achievement, providing multiple self-management paths and enriching the self-regulation learning theory. 

From a practical perspective, this study examines the direct and indirect effects of learners' psychological differences on English academic performance from multiple perspectives, which has important practical significance for students and teachers. This study can help teachers better understand learners’ learning process and p本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。