The Effect Of A Stylistic Approach On English Perceived Self-efficacy

Stylistic analysis is a linguistic method which is applied to interpret the language characteristics of a discourse.Fundamentally,stylistic analysis can be defined as a reading method or a reading process.As a systematic and scientific research method,stylistic analysis helps students analyze writing intentions of the author,experience the emotional attitudes and value orientations of the discourse,and infer cultural knowledge,cultural connotations and thinking characteristics contained in texts.Learning efficacy refers to each individual’s belief in learning performance ability.It is the assessment of the learner’s confidence of whether he can make full use of his own ability to improve learning performance.It is also a subjective assessment of the learner’s ability to manage his own learning behavior and learning process.Therefore,whether a new research method in English learning will affect the English perceived self-efficacy and English learning performance of high school students is the focus of this study.This study investigates the effects of stylistic approach on English perceived academic self-efficacy and students’ academic performance through teaching experiments,questionnaires and scale.The main research process is as follows:First,an open-ended questionnaire was administered to students and teachers to collect students’ learning difficulties as a source of scale item screening.Secondly,the study selected high school students from the Wuhan No.14 Senior High School as the subjects by compiling literature review and referring to previous related scales to revise and develop the English learning self-efficacy scale for high school students.Moreover,two classes of Wuhan No.14 Senior High School were selected as the experimental class and the control class,and the experimental class was taught by using the stylistic approach while the control class was taught conventionally.Finally,the results of the study are as follows:(1)The English Learning Self-Efficacy Scale for High School Students was successfully developed,and the reliability,structural validity,and related validity of the scale with the data questions as the validity criteria were analyzed,and the scale is a relatively ideal scale in terms of measurement indicators.(2)The scale was applied to measure and compare the changes in English academic performance of high school students using the stylistic analysis approach,and the results indicated that using the stylistic analysis approach could improve students’ academic performance.(3)The scale was applied to measure and compare the changes in English language learning efficacy of high school students using the stylistic analysis approach.The results showed that stylistic analysis increased students’ knowledge efficacy,stylistic analysis increased students’ goal efficacy,stylistic analysis increased students’ practice efficacy,and stylistic analysis had no significant effect on reducing students’ self-doubt.