Cognitive Styles and Learning Styles in Second Language Acquisition a Study of the Relationship between the Two Styles and Learners’ Second Language Performance

论文摘要

近年来,英语作为第二外语受到了国内研究者越来越多的关注,态度、动机及方法是其中研究最多的变量。近几年,国外研究者着力于将认知心理学理论应用于英语学习研究,并以此探讨学习者是如何获取、存储、检索及利用信息来帮助他们学习英语的。国外的研究人员在学习风格与二语成绩的关系研究上已取得了不少成果。如,Solmecke和Boosch ( 1977:122 )在对德国大学生的英语学习进行研究后指出,外向型风格与口语交际能力呈正态相关。Hyland(1993)指出,虽然有越来越多的对学习风格的研究,但对特定文化群体的学习风格人们却知之甚少。国内的二语研究始于20世纪70年代,有不少研究者关注大学生和研究生所使用的学习策略和方法(蒋祖康,1994;吴一安,1993;文秋芳,1995;秦晓晴,1998)。还有一些则关注于影响英语成绩与策略使用的因素(文秋芳,1996,2001;侯松山,1998;马广惠,1997;郝玫,2001)。虽然也有一些对学习风格与理科学习成绩的相关性研究,笔者却少有发现有研究专门关注到学习风格与英语学习成绩的关系(梁宁建,1998)。在第二语言习得的研究中,对语言学习风格与认知风格的研究确有不少收获,但在有关定义、分类、说明等方面还存在不少争论。从某种意义上说,探讨中国学习者是如何学习英语的是十分必要的。相对而言,中国的英语学习者学习英语的环境较差,而且有着各自不同的教育和家庭背景。大多数英语教学都是由中国籍教员承担,学习者缺乏与目的语的接触。在以往研究的基础上,本文重点研究大学英语学习者的学习与认知风格,并试图探讨二者与英语能力之间的关系。研究涉及来自电子科技大学的183名学生。所涉及的三个问卷是:Reid的学习风格偏好调查表( PLSPS )(有所修改);Christopher的第二语言歧义容忍度量表(SLTAS )和认知风格调查表。统计分析方法有:描述性统计,Pearson相关性分析,单向方差分析,独立样本t检验和多元回归分析。本文含以下七个章节:第一章是导言,介绍研究背景和目的。第二章是文献综述,介绍有关认知风格和学习风格的定义、分类以及与其相关的理论。二语习得的理论也会有所涉及。第三章是研究的过程,研究设计,以及过程中的数据收集。第四章详细分析研究的结果和对结果进行讨论。第五章是总结,对今后的研究提出建议,分析本文的局限性。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Cognitive Styles
• 2.1.1 The Definition of Cognitive Styles
• 2.1.2 The Classification of Cognitive Styles
• 2.1.2.1 Field Dependent-independent
• 2.1.2.2 Reflective-impulsive
• 2.1.2.3 Convergent-divergent
• 2.1.3 The Compulsory Theories of Cognitive Styles
• 2.1.3.1 Three-layer Onion Model
• 2.1.3.2 Model of Two Style Dimensions
• 2.1.3.3 Theory of Mental Self-government
• 2.2 Learning Styles
• 2.2.1 The Definition of Learning Styles
• 2.2.2 The Classification of Learning Styles
• 2.2.2.1 Sensory Learning Styles
• 2.2.2.2 Personality/Affective/Temperament Learning Styles
• 2.2.3 Complements of Learning Styles
• 2.2.3.1 Distinctions Between the Perceptual Learning Styles
• 2.2.3.2 The Assessment of Tolerance of Ambiguity
• 2.3 Second Language Acquisition
• 2.3.1 Definition of Second Language Acquisition
• 2.3.2 Relative Theories of Second Language Acquisition
• 2.3.3 Recent Developments in Second Language Acquisition
• Chapter Three Research Design and Implementation
• 3.1 The Subject
• 3.2 The Instrument
• 3.3 Data Collection
• 3.4 Data Analysis Procedures
• Chapter Four Findings of Relevant Factors Influencing English Language Performance
• 4.1 Gender
• 4.1.1 English Achievements of the Two Genders
• 4.1.2 Cognitive Styles Preference of the Two Genders
• 4.1.3 Learning Styles Preference of the Two Genders
• 4.2 Major
• 4.2.1 English Achievements of Different Majors
• 4.2.2 Cognitive Styles Preference of Different Majors
• 4.2.3 Learning Styles Preference of Different Majors
• 4.3 Tolerance of Ambiguity
• 4.3.1 The Correlation Between TA and CET Scores
• 4.3.2 The Correlation Between TA and Cognitive Styles
• 4.3.3 The Correlation Between TA and Learning Styles
• 4.4 Cognitive Styles
• 4.4.1 Research Findings
• 4.4.2 Strategic Competence Differences Between FI/FD Learners
• 4.5 Learning Styles
• 4.5.1 Research Findings
• 4.5.2 Features of Several kinds of Learners
• Chapter Five Conclusions
• 5.1 Suggestions for English teaching in Colleges
• 5.1.1 Suggestions for Educators
• 5.1.2 Suggestions for Learners
• 5.1.2.1 Suggestions for Learners of Different Cognitive Styles- Two Strategic Competences for FD/FI Learners
• 5.1.2.2 Suggestions for Learners with Different Learning Styles
• 5.1.3 Raising Awareness of Learning and Teaching Style
• 5.1.4 Reducing the Learners' Tolerance of Ambiguity
• 5.1.5 Five “Avoids”in Forming a Classroom Work Style
• 5.2 Limitations of the Present Research
• 5.3 Future Researches
• 5.3.1 Developing Self-aware, Adaptable and Empowered Learners
• 5.3.2 Further Exploring Learning Styles of Good Learners, Including Personality
• Acknowledgments
• Bibliography
• Appendix