留守儿童英语学习自我效能感的叙事研究-外国语言学及应用语言学专业论文.docxVIP

i i Acknowledgements There are lots of people to whom I would like to express my thanks and gratitude for their valuable contributions to complete this thesis. First, I would like to express my faithful thanks to my supervisor, Professor Wu Qiong, who has helped me to overcome my anxiety, has given professional guidance and has made this thesis writing a positive and stimulating experience through her suggestions and encouragement. During the process, I think I have benefited extremely from her wisdom and knowledge and I’m lucky to be one of her students. Second, I am grateful to the School of Foreign Language and all the teachers and professors, who have taught me in the past three years in Shenyang Normal University. I have learned a lot from them, not only precious knowledge but also rigorous attitude towards work. What’s more, I am grateful to all my classmates, who have spent the time and energy to help to finish the questionnaires and interview. Finally, my heartfelt thanks go to my dearest families: my Dad, my Mom, elder brother, who have always been there, feeling proud of me, supporting me and encouraging me a lot. ii ii Abstract Since New English Curriculum for Primary School was carried out in China, self-efficacy in the process of English learning has received intensive attention. Self-efficacy refers to people’s judgment of their abilities to organize and execute action courses, which is demanded to gain designated types of performance (Bandura and Schunk, 1981). English learning self-efficacy is the kind of self-efficacy expressed in the process of English learning, and it is about one’s subjective judgment of whether he or she can accomplish English learning tasks successfully. Left-behind children are defined as rural children under 17 years old who are left in hometown and both of their parents go to other areas to earn money. Previous studies have found that rural left-behind children are different in psychology, behavior, learning and many other a