维吾尔族英语专业学习者学习风格倾向及学习风格与英语学习成绩的相关性研究

论文摘要

本文主要研究的是新疆维吾尔族英语专业学习者在学习英语中的学习风格偏好以及学习风格偏好于英语成绩的相关性。本研究采用问卷调查的方式,在新疆师范大学外语学院66名维吾尔族英语学习者中收集了数据,运用统计软件SPSS14.0对数据进行了表述性统计分析。结果显示,维吾尔族英语学习者学习风格呈现多样性,其中,维吾尔族英语学习者最喜欢体验型和听觉型学习风格,最不喜欢个人型学习风格。男生更喜欢个体型和动手型学习风格,而女生则喜欢集体型学习风格。鉴于维吾尔英语学习者学习风格的倾向的多样性,英语教师必须了解和尊重学生不同的学习风格,并据此提供多样化,个性化教学,以实现“因材施教”,从而提高英语教学效果。因此,本文为英语教师提出了几点建议:教师应根据学生的学习风格来选择教材,尤其是对于维吾尔族英语学习者;教师应提高自己对学习风格的意识,同时帮助学生了解自己的学习风格倾向,并且提高学生对学习风格的意识。此外,教师在了解学生的学习风格的基础上,调整教学方法,能够最大限度地做到教学风格与学生学习风格的匹配。

论文目录

• ACKNOWLEDGEMENTS
• 摘要
• ABSTRACT
• Introduction
• 0.1 Rationale of the Study
• 0.2 The Present Situation of Uygurs' English Teaching in Xinjiang Uygur Autonomous Region
• 0.3 Layout of the Thesis
• Chapter One Literature Review
• 1.1 Second Language Learning Theories Relevant to the Research
• 1.1.1 Cognitive Psychology
• 1.1.2 Individual Differences
• 1.2 Learning Styles
• 1.2.1 Definitions of Learning Style
• 1.2.2 The Theories of Learning Styles
• 1.2.2.1 Dunn's Theory on Learning Styles
• 1.2.2.2 Keef's Theory on Learning Styles
• 1.2.2.3 Tan Dingliang's Theory on Learning Styles
• 1.2.2.4 Kolb's Experiential Learning Styles
• 1.2.2.5 Solomn's Index of Learning Styles
• 1.2.3 Empirical Studies of Learning Styles home and abroad
• 1.2.3.1 Empirical Studies Abroad
• 1.2.3.2 Empirical Studies in China
• 1.3 Summary
• Chapter Two Theoretical Framework
• 2.1 Humanistic Approach
• 2.2 Reid's Perceptual Learning Styles
• 2.3 Summary
• Chapter Three An Empirical Study of Learning Styles
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instrumentation
• 3.3.1 Questionnaire
• 3.3.2 Scores
• 3.4 Data Collection
• 3.5 Data Analysis
• 3.5.1 Descriptions of the Variables
• 3.5.2 Statistic Procedures
• 3.6 Summary
• Chapter Four Findings and discussions
• 4.1 Statistical Description of the Primary Variables
• 4.1.1 Statistical Description of Learning Styles
• 4.1.2 Statistical Description of the Final Examination Scores
• 4.2 Statistic Analysis of Gender Differences of Learning Styles
• 4.3 Correlation Analysis between Learning Styles and English Achievements
• 4.4 Major Findings
• Chapter Five Implications and Recommendations
• 5.1 Pedagogical Implications
• 5.1.1 Curriculum Design
• 5.1.2 Awareness of Learning Styles
• 5.1.3 Matching Teaching Styles to Learning Styles
• 5.2 Limitations
• 5.3 Recommendations for Further Researches
• Conclusions
• Bibliography
• Appendix