大学英语学习风格、学习过程和学习成效关系探讨

论文摘要

个体差异研究是当今教育界普遍关注的问题,它是以个性化教学为出发点,通过研究学习者由于年龄、人格特质、社会文化背景等不同,反映在语言学能、情感、动机、学习风格、学习策略和方式等的个体差异,来找到造成这些差异的根本原因,找到一些合适的教学策略和方式来弥补这种差异。学习风格研究是人们开始更好地研究个体差异的开始,它对教学效果的提高产生了积极的作用。人本主义外语教学理论强调,语言学习者是具有复杂学习特点的“人”,因此语言教学必须做到以人(学生)为本,基于学习过程的学习风格研究正是这一要求的重要体现。学习者的学习风格、学习过程与英语学习成效是本研究的重点,通过对三者的关系研究,有利于学习者了解自身学习特点,也有助于教师了解学习风格和学习过程如何作用于英语学习成效,使之在教学中能针对这些因素进行更有效的教学。本研究通过量性和质性相结合的研究方法,采用三个途径收集数据:学习风格类型调查结构式问卷,英语学习过程结构式调查问卷和成绩登记。使用SPSS17.0的描述性统计分析和相关关系分析数据,探讨理工科大学生英语学习风格、学习过程四环节和英语学习成效的倾向性,并随之探讨了三者之间的相关关系及学习风格和学习过程对英语学习成效的影响.研究结果表明:理工科大学生最倾向动觉型学习风格和具体经验的学习过程环节,他们的英语阅读成效最好;动觉型、体验型学习风格分别与抽象概括和主动实践的学习过程环节正相关;口语成绩与群体型、体验型学习风格及具体经验、主动实践的学习过程环节呈正相关;听力成绩与听觉型学习风格和抽象概括、沉思观察的学习过程环节呈正相关;语法成绩与视觉型、个体型学习风格和抽象概括的学习过程环节呈正相关;阅读成绩与视觉型学习风格和沉思观察的学习过程呈正相关,而与群体型学习风格呈负相关。最后,笔者根据学习风格与学习过程环节对英语学习成效的影响,提出了一些教学建议。本研究不无缺陷,但希望它能对英语教学和学习有一定帮助。

论文目录

• 摘要
• Abstract
• Introduction
• 0.1 Research Background
• 0.2 Innovation and Significance of the Study
• 0.3 Methodology
• 0.4 Organization of the Thesis
• Chapter 1 Literature Review
• 1.1 Reviews of the Studies on Learning Styles
• 1.1.1 Definitions of Learning Styles
• 1.1.2 Classification of Learning Styles
• 1.1.3 Models of Learning Styles
• 1.1.3.1 Dunns’Model of Learning styles
• 1.1.3.2 Curry’s Models of Learning Styles
• 1.1.4 Overview of the Researches into Learning Styles Abroad
• 1.1.5 Overview of the Researches into Learning Styles in China
• 1.2 Reviews of the Studies on Learning Processes
• 1.2.1 Definitions of Learning Processes
• 1.2.2 Overview of the Researches into Learning Processes Abroad
• 1.2.3 Overview of the Researches into Learning Processes in China
• 1.3 Thoughts on Previous and Current Relative Researches
• 1.3.1 Some Deficiencies in Researches of Learning Styles in China
• 1.3.2 Reflection on the Researches of Learning Processes
• Chapter 2 Research Design
• 2.1 Train of Research Thoughts and Research Questions
• 2.2 Research Tools and Instructions
• Chapter 3 Research Procedures
• 3.1 Analysis of Learning Styles Types, learning Process Preferences and English Achievements of the Participants
• 3.1.1 Choices of the Subjects
• 3.1.2 Contents of the Investigations
• 3.1.3 Collection of Data
• 3.1.4 Analysis of Data
• 3.1.4.1 Statistical Results of Learning Styles Preference
• 3.1.4.2 Statistical Results of Learning Process Preference
• 3.1.4.3 Statistical Results of English Achievements Trend
• 3.2 Analysis of Correlation among Learning Styles, Learning Processes and English Achievements
• 3.2.1 Choices of the Subjects
• 3.2.1.1 Subjects of the Quantitative Research
• 3.2.1.2 Subjects of the Qualitative Research
• 3.2.2 Contents of the Investigations
• 3.2.3 Collection of Data
• 3.2.4 Analysis of Data
• 3.2.4.1 Statistical Results of Correlation between Learning Styles and Learning Processes
• 3.2.4.2 Statistical Results of Correlation between Learning Styles and English Learning Achievements
• 3.2.4.3 Statistical Results of Correlation between Learning Processes and English Learning Achievements
• Chapter 4 Major Findings and Discussion
• 4.1 Discussion on Statistical Results of the Participants’Learning Style Preference
• 4.2 Discussion on Statistical Results of the Participants’Learning Process Preference
• 4.3 Discussion on Statistical Results of the Participants’English Learning Achievements Trend
• 4.4 Discussion on Statistical Results of Correlation between Learning Styles and Learning Processes
• 4.5 Discussion on Statistical Results of Correlation between Learning Styles and English Achievements
• 4.6 Discussion on Statistical Results of Correlation between Learning Processes and English Achievements
• 4.7 Summary
• Conclusions
• Bibliography
• Acknowledgements
• Appendix Ⅰ 攻读学位期间主要研究成果目录
• Appendix Ⅱ 感知学习风格调查问卷
• Appendix Ⅲ 英语学习过程问卷
• 中英文摘要