对潍坊市重点中学与非重点中学学生学习观念与学习策略的对比研究

论文摘要

随着对语言学习者个体因素的不断研究,学习者的学习观念与学习策略越来越来受到人们的关注。本文通过问卷调查的形式,结合潍坊市5月份英语模考成绩,对潍坊市重点中学与非重点中学学生进行抽样调查,希望找出重点中学与非重点中学学生在英语成绩上存在哪些差异,他们的学习观念与学习策略的使用水平有什么不同以及这些学习观念与策略和英语分项成绩之间存在什么样的关系。通过数据分析研究,本文得到以下结论:1)重点中学学生总体成绩上比非重点中学学生要好,尤其表现在“听力”、“阅读理解”等方面,但是在“完形填空”方面,非重点中学学生得分却比重点中学学生高。别的方面差别不大。2)在学习观念方面,所有学生都持有一定程度的学习观念,各类别上的差异性不是很大。但在对待“学习交流策略”的观念上,非重点中学学生显得更积极;在学习策略方面,所有学生都使用中等偏上程度的策略,其差异性也不是很大,但是重点中学学生更善于使用“元认知策略”,而非重点中学学生则更善于使用“情感策略”。3)在学习观念与英语水平的关系上,对所有学生来说,总分与“语言学习的难度”的观念成负相关,而与“学习交际策略”的观念成正相关。同时,学生对“语言学习难度”的认识与“语法结构”、“完形填空”以及“作文”成绩成负相关。对重点中学的学生而言,“学习交流策略”的观念与“完型”、“阅读理解”成绩成正相关;而对非重点中学学生来说,“语言学习性质”与“阅读”、“写作”成绩负相关。在学习策略与英语成绩的关系上,不管是重点中学学生还是非重点中学学生,各项策略与英语成绩的相关性都比较大。对重点中学学生来说,“认知策略”、“社交策略”与总分成正相关,而对非重点中学学生来说,“认知策略”、“元认知策略”与总成绩成正相关。但是在分项成绩上,对重点中学学生来说,“记忆策略”与任何单项成绩都没有显著相关关系,而“认知策略”却与所有分项成绩成正相关。而对非重点中学学生来说,各种学习策略与分项成绩的关系比较均匀,但是与分项成绩关系比较密切的同样是“认知策略”。基于以上结论,本论文试图将重点中学与非重点中学学生在学习观念与学习策略上的差异性,以及它们与英语成绩的相关性相结合,为非重点中学师生的教与学提供可行性的意见或建议。

论文目录

• Acknowledgements
• List of Figures
• List of Tables
• 摘要
• Abstract
• Chapter One INTRODUCTION
• Chapter Two LITERATURE REVIEW
• 2.1 Related Researches on Learning Beliefs
• 2.1.1 The definitions of learning beliefs
• 2.1.2 The classifications of learning beliefs
• 2.1.3 Learning beliefs and language proficiency
• 2.1.4 The factors that affect learning beliefs
• 2.2. Related Researches on Learning Strategies
• 2.2.1 The definitions of learning strategies
• 2.2.2 The classifications of learning beliefs
• 2.2.3 The factors that affect the uses of learning strategies
• 2.2.4 The strategies the good language learners employ
• 2.2.5 Learning strategies and language proficiency
• 2.3 Related Researches in China
• 2.3.1 Studies on learning beliefs
• 2.3.2 Studies on learning strategies
• Chapter Three THE STUDY
• 3.1 The Subjects
• 3.2 The Instrument
• 3.2.1 The May Simulated English Test
• 3.2.2 The questionnaire
• 3.3 The Procedure
• 3.3.1 Data collection
• 3.3.2 Data analysis
• Chapter Four THE FINDINGS AND DATA ANALYSES
• 4.1 The Major Findings on MSET
• 4.1.1 The presentation of the data
• 4.1.2 The major findings on the differences
• 4.1.2.1 The major findings on total scores
• 4.1.2.2 The major findings on component scores
• 4.2 The Major Findings on Learning Beliefs
• 4.2.1 The presentation of the data
• 4.2.2 The major findings on the differences
• 4.2.2.1 On foreign language aptitude
• 4.2.2.2 On perceived difficulty of language learning
• 4.2.2.3 On nature of language learning
• 4.2.2.4 On learning and communication strategy
• 4.2.2.5 On motivation and expectation
• 4.3 The Major Findings on Learning Strategies
• 4.3.1 The presentation of the data
• 4.3.2 The major findings on the differences
• 4.3.2.1 On memory strategies
• 4.3.2.2 On cognitive strategies
• 4.3.2.3 On compensation strategies
• 4.3.2.4 On meta-cognitive strategies
• 4.3.2.5 On affective strategies
• 4.3.2.6 On social strategies
• 4.4 The Major Findings on Correlations between Learning Beliefs and MSET
• 4.4.1 The presentation of the data
• 4.4.2 the major findings on the correlations
• 4.4.2.1 On listening
• 4.4.2.2 On structure and grammar
• 4.4.2.3 On cloze
• 4.4.2.4 On reading comprehension
• 4.4.2.5 On writing
• 4.4.2.6 On total scores
• 4.5 The Major Findings on Correlations between Learning Strategies and MSET
• 4.5.1 The presentation of the data
• 4.5.2 The major findings on the correlations
• 4.5.2.1 On listening
• 4.5.2.2 On structure and grammar
• 4.5.2.3 On cloze
• 4.5.2.4 On reading comprehension
• 4.5.2.5 On writing
• 4.5.2.6 On total scores
• Chapter Five CONCLUSIONS AND IMPLICATIONS
• 5.1 Conclusions of Present Study
• 5.1.1 On English proficiency
• 5.1.2 On the employment of learning beliefs
• 5.1.3 On the employment of learning strategies
• 5.1.4 On correlations between learning beliefs and MSET
• 5.1.5 On correlations between learning strategies and MSET
• 5.2 Pedagogical Implications of Present Study
• 5.2.1 The pedagogical implications in learning beliefs
• 5.2.2 The pedagogical implications in learning strategies
• 5.3 Limitations and Recommendations
• References
• Appendix I 问卷调查表
• Appendix II Questionnaire