融入阅读课堂的策略训练对研究生英语学习的有效性

论文摘要

本研究通过实验,采用融入型策略训练模式,从四方面研究了融入阅读课堂的英语学习策略训练对非英语专业的硕士研究生学习的有效性:(1)本策略训练对学习者学习策略使用频率的影响;(2)对学习者学习成绩的影响;(3)对高分组和低分组学习者的影响;(4)学习者对本次试验的主观感受。本实验的研究对象为195名太原理工大学2002级新入学的非英语专业研究生。根据他们在当年研究生入学统考中的成绩,被随机分成两个试验班和两个对照班,由同一位阅读教师任课。其中,实验班96人;对照班99人。实验在阅读课上进行。在实验班,阅读课教师除正常授课外,通过明晰式的方式讲解什么是学习策略,策略训练的意义,通过示范式讲解策略的使用,或通过小组活动,对子活动,全班讨论等,对学生进行了融入阅读课堂的学习策略训练;在对照班教师正常授课。实验为期两个学期,每学期16周,每周两课时。第一学期每次课有10～15分钟时间用于策略训练。实验过程涉及到5方面:(1)增强策略意识;(2)增加可选策略的数量;(3)对策略的使用进行示范;(4)对新学到的策略进行实践和评估;(5)新策略的内化。此外,从第二周开始,发给试验班学生学习策略训练的辅助阅读材料,并且要求学生根据材料写读后日记和记录课堂感受的课后日记。在开学的第一周及课程结束前的最后一周,要求所有的学生根据自己的情况自愿填写学习策略调查问卷,并在课程结束后进行了学位英语考试。通过SPSS对搜集到的有关实验前后策略使用的频率和倾向的数据及学生在入学考试和

论文目录

• CHAPTER I INTRODUCTION
• 1.1 General description of the study
• 1.2 Need for the study
• 1.3 The outline of the thesis
• CHAPTER II LITERATURE REVIEW
• 2.1 Introduction
• 2.2 Definition of learning strategies
• 2.3 The classification of learning strategy
• 2.3.1 Bialystok's model
• 2.3.2 Rubin's model
• 2.3.3 O'Malley and Chamot's classification
• 2.3.4 Oxford's classification
• 2.3.5 Wen qiufang' classification
• 2.3.6 Cohen'classification
• 2.4 Strategy training
• 2.4.1 Language learning strategy instruction
• 2.4.2 Strategies-based instruction （SBI）
• 2.5 The research findings in the area in the last ten years
• CHAPTER III METHODOLOGY
• 3.1 Objectives of the research
• 3.2 Sample
• 3.3 Instruments
• 3.3.1 The Strategy Inventory for Language Learning
• 3.3.2 Students'journals
• 3.3.3 NET & GET
• 3.3.4 Strategies for Success: A Practical Guide to Learning English
• 3.4 Procedures
• 3.4.1 Determining the Sample
• 3.4.2 Administrating the Inventory
• 3.4.3 Implementing Treatment
• 3.5 The training model
• 3.5.1 Reviewing the training models in the literature
• 3.5.2 Training model in this study
• 3.6 Data collection
• 3.7 Data analysis
• CHAPTER IV RESULTS OF DATA ANALYSIS
• 4.1. Description of the results of Research Question One
• 4.1.1 The results of the pre-questionnaires
• 4.1.2 The results of post-questionnaires （inter-group）
• 4.1.3 The results of intra-group comparison
• 4.1.4 The results of the differences of the frequency increases between the two groups
• 4.1.5 Summary of the results of Research Question One
• 4.2. Description of the results of Research Question Two
• 4.2.1 Description of the results
• 4.2.2 Summary of the results of Research Question Two
• 4.3 Description of the results of Research Question Three
• 4.3.1 The results of the experimental group
• 4.3.2 The result of the control group
• 4.3.3 The results of both groups
• 4.3.4 The relationship between the students post-test scores and their strategy preferences in post-questionnaires
• 4.3.5 Summary of the results of Research Question Three
• 4.4 Description of the results of Research Question Four
• 4.4.1 The effects on students' leaning style and personality
• 4.4.2 The effects on students' self-confidence
• 4.4.3 The effects on the students' meta-cognitive strategy use
• 4.4.4 The effects on students' knowledge of learning strategies
• 4.4.5 Students' general comments on SBI
• 4.5 Summary
• CHAPTER V CONCLUSION
• 5.1 Summary of the methodology and findings
• 5.1.1 Review of methodology
• 5.1.2 Summary of findings
• 5.2 Discussion and interpretation of the findings
• 5.2.1 The findings of Research Question One
• 5.2.2 The findings of Research Question Two
• 5.2.3 The findings of Research Question Three
• 5.2.4 The findings of Research Question Four
• 5.2.5 The first unrelated-to-the-research-question findings
• 5.2.6 The second unrelated-to-the-research-question findings
• 5.2.7 The third unrelated-to-the-research-question findings
• 5.3 Implications and Recommendations for Further Researches
• REFERENCES
• APPENDIX
• ACKNOWLEDGEMENTS