高中生英语学习策略与英语成绩的相关性研究

论文摘要

随着社会的发展,国际间的交流的日益增多。作为国际交流的工具,英语变得越来越重要。人们逐渐意识到外语学习的重要性。然而,有很多因素影响外语的学习。语言研究者和教师发现在影响外语学习的众多因素中,语言学习策略是一个不可忽视的因素。正确,有效的学习策略与学习效果有不可分割的关系。国内外的研究者对学习策略进行了大量的研究。但是,研究大多是以大学生为研究对象的。针对高中生,特别是重点高中的学生的研究并不多见。因此,在回顾国内外语言学习策略研究的基础上,本论文对高中英语学生的学习策路与学生成绩之间的关系进行了进一步的研究。为了调查重点高中学生英语学习策略的使用特点,高、低分组学生在学习策略使用上的差异以及学习策略与英语成绩的相关关系,研究者选择了大连八中高一学生作为研究对象来收集数据。通过对初升高英语入学成绩以及高一第一学期和第二学期两次测试成绩的分析,研究者发现了英语学习策略的使用和英语成绩之间的联系。研究结果显示在六类学习策略中,补偿策略是学生最经常使用的,其次是社交策略,认知策略,元认知策略和情感策略,而使用频率最低的是记忆策略。高分组学生比低分组学生能更好地运用学习策略。因此,我们可以得出结论,重点高中的英语学习成功者可以从有效的英语学习策略中获益。英语学习策略对英语学习成绩的影响是重大的。本次研究帮助学生认识到学习策略的重要性。学生了解自己的学习策略的使用情况,能监控与反思自己的学习策略,并根据自己的需要调整自己的学习策略,从而提高学生的学习成绩,培养学生的终身学习能力。同时,教师应不断更新知识、主动学习和了解学习策略研究的最新成果,深刻理解和把握各种理论和方法,重视学生的个人发展,把握英语教学的核心,减轻学生的课业负担,建立生动活泼的教学模式。

论文目录

• Abstract in Chinese
• Abstract in English
• Table of Contents
• List of Tables
• Chapter One Introduction
• 1.1 Significance of Learning Strategies in SLA and Learning
• 1.2 Background of the Current Study
• 1.3 Purposes and Significance of the Current Study
• 1.4 The Overall Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Defining Language Learning Strategies
• 2.2 Two Stages of Language Learning Strategies
• 2.2.1 The Early Stage of Language Learning Strategies
• 2.2.2 The New Era of Language Learning Strategies
• 2.3 Classifying Language Learning Strategies
• 2.3.1 O'Malley and Chamot's classification of language learning strategies
• 2.3.2 Oxford's classification of language learning strategies
• 2.3.3 Wen Qiufang's classification of language learning strategies
• 2.3.4 Summary of the above three classifications
• 2.3.5 Language learning strategy in the New English Course Standard
• 2.4 Related Studies on Language Learning Strategies and English Achievement
• 2.4.1 Related Studies by Foreign Researchers
• 2.4.1.1 Studies with EFL Subjects
• 2.4.1.2 Studies with ESL Subjects
• 2.4.1.3 Studies with Subjects who are neither EFL nor ESL
• 2.4.2 Related Studies by Domestic Researchers
• 2.4.3 Summary of studies for the correlation between learning strategies and English achievement
• Chapter Three Research Design
• 3.1 Subjects
• 3.1.1 A brief introduction to Dalian No.8 Senior High School
• 3.1.2 Subjects
• 3.2 Instruments
• 3.2.1 A Language Learning Strategy Questionnaire
• 3.2.2 The score distribution of the entrance examination for senior high schools
• 3.2.3 The English tests of the first and second semesters in Grade One in the senior high school
• 3.2.4 SPSS 12.0 for Windows
• 3.3 Procedures of data collection
• Chapter Four Results and Analysis
• 4.1 The analysis of the English scores of the entrance examination for senior high schools
• 4.2 The comparison of the English test scores of the first semester in the senior high school and the English scores of the entrance examination for senior high schools
• 4.3 The comparison of the English test scores of the first and second semesters in the senior high school
• 4.4 The characteristics of learning strategies used by the subjects
• 4.5 The differences in strategy use between high and low achievement groups
• 4.6 Summary of the chapter
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.1.1 The General Characteristics of Learning Strategies Employed by the First-Year Senior High School Students
• 5.1.2 The differences in strategy use between high and low English achievement groups
• 5.1.3 The Correlation between Learning Strategy Use and English Achievement
• 5.2 Implications from the study
• 5.2.1 A Need for Recognizing Students' Strategy Use
• 5.2.2 Raising the awareness of using English learning strategy
• 5.3 Limitations and Recommendations
• References
• Appendix 英语学习策略调查问卷
• Acknowledgements