学习策略，学习风格和口语水平的关系性研究

论文摘要

很长一段时间内,中国大学生的英语口语教与学一直没有得到足够的重视和培养。许多中国学生在学习英语的过程中,固然可以在书面表达、听力以及翻译上作出相当出色的成绩,但是口语这一块却相对薄弱许多,甚至许多英语专业的学生在面对提问以及真实场景的对话时,捉襟见肘,无法自如表达与交流,继而形成所谓哑巴英语的现象。而从教学的角度来看,学校的专业课程设置,以及课堂活动的安排,也未能尽人意。学习者个体差异是影响教学活动和效果的重要一环,近二十年来,一直成为广大学者和教师所关注及研究的重心。而其中学习风格和学习策略则是个体差异研究当中的核心,受重视的程度日益加大。本文拟从学习者个体差异入手,试图探究学习风格、学习策略和英语专业学生的口语表达水平之间的关系,以为提高英语专业学生口头表达能力有所裨益。本文以63名英语专业一年级大学生为研究对象,对她们的学习风格、学习策略及口语能力之间的相关关系进行初步研究。测试的工具有SAS的风格问卷,以及来自明尼苏达大学学习策略研究小组编撰而成的学习策略问卷,还有英语SET-3的口试试卷。研究结果表明学习风格和学习策略均对学生的英语口语水平有着一定的相关性,学习风格对于学习策略的选择也有一定的影响。于是为了提高英语专业学生的口语表达水平,一则教师应该了解学生的个体差异所在,借以调整自己的教学风格来适应大部学生的学习风格,并适时培养学生学习风格的多样性以适应多种口语任务。二则,教师还要通过适当的策略培训,来帮助学生形成并熟练运用各种有利于口语表达的口语学习策略。总体说来,本研究有助于提高教师对学生学习风格和策略的重视程度,同时也望丰富个体差异研究的内容,为当前的英语专业的口语课堂教学,学生口语能力的提高带来一定启发。

论文目录

• Abstract
• 摘要
• Contents
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Purpose of the Study
• 1.3 Outline of the Thesis
• Chapter Two Literature Review on Learning Strategy and Speaking Strategy and LanguageLearning Styles
• 2.1 The Concept and Developmental Background of Strategy
• 2.2 The Definitions of Language Learning Strategies
• 2.3 The Classification of Language Learning Strategies
• 2.3.1 Classification by O'Malley and Chamot
• 2.3.2 Oxford's Classification on Language Learning Strategies
• 2.3.3 Classification by Cohen
• 2.4 Speaking Strategy
• 2.4.1 Researches on Speaking Strategies
• 2.4.2 Specific Speaking Strategies
• 2.5 Language Learning Style
• 2.5.1 Research Background
• 2.5.2 Definitions and Characteristics of Language Learning Styles
• 2.5.3 Earlier Researches on Learning Styles
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.4 Data Collection Procedure
• 3.5 Data Analysis
• 3.6 Summary
• Chapter Four Results and Discussions
• 4.1 Subjects' Learning Styles
• 4.1.1 Subjects' Learning Style Preference
• 4.2 Styles of Different Proficiency Groups
• 4.3 Subjects' Language Learning Strategies
• 4.3.1 Subjects' Language Learning Strategy Preference
• 4.3.2 Speaking Strategies of Different Proficiency Groups
• 4.4 Relationships between Language Learning Styles and English Achievement in Oral Presentation
• 4.5 Relationship between Language Learning Strategies and English Achievement in Oral Presentation
• 4.6 Relationship between Language Learning Styles and Language Learning Strategies
• Chapter Five Conclusions and Suggestion
• 5.1 Summary of the Major Findings
• 5.1.1 On Language Learning Styles
• 5.2 On Language Learning Strategies
• 5.2.1 General Distribution of Students' Learning Strategies
• 5.2.2 Students' Learning Strategies Profits Students' Oral English Performance and Competence
• 5.3 The Impact of Language Learning Styles and Language Learning Strategies on Students' Oral English Performance and Competence
• 5.4 Pedagogical Implication
• 5.5 Limitations
• Bibliography
• Appendix One Questionnaire of Learning Strategies
• Appendix Two Questionnaire of Learning Styles
• Appendix Three Final-Term Exam
• Appendix Four Grading Criteria
• Acknowledgements