语言学习观念、学习策略与英语成绩的关系 ——以西南交通大学非英语专业学生为例

论文摘要

随着心理语言学和认知心理学的发展,语言教学的重点逐渐从老师怎么教转化为学生怎么学。学生的个体差异在二语习得的研究中受到广泛重视,而语言学习观念与语言学习策略作为学生个体差异的重要部分也越来越多的被关注和研究。研究表明,语言学习观念和策略使用对语言学习行为和结果都有重大影响。因此本文就针对这两个方面进行研究,希望为英语教学提供一些有实际意义的启示。本研究的受试是95名来自西南交大非英语专业的大三学生。研究采用的是定量研究方法。借助描述性统计、皮尔逊相关分析和独立样本T检验等统计手段,本文分析了中国英语学生的学习观念、学习策略的偏爱、学习观念与学习策略之间的关系、成绩与学习观念、学习策略间的关系、学习观念及学习策略对学习成绩的影响以及高低成绩分组间学生所有学习观念学习策略的差异。研究得出以下结果,学习观念方面,学生最偏爱形式操练观念,其次是功能观念最后是母语观念,形式操练观念与功能操练观念正相关,母语观念与两者都不相关。学生对学习策略的偏爱趋向与学习观念一致。学习观念与学习策略的各个类别分别相关。学习观念与学习策略的所有变量与学习成绩都相关。除母语观念外,高低分组学生对所测学习观念与学习策略有显著区别。学习观念中母语观念对英语成绩影响最大,为负面影响;学习策略中,形式操练策略对英语成绩影响最大,为正面。总之,本次研究对学生的学习观念及学习策略做了大致分析与解释,希望通过引导学习观念,恰当有效地使用学习策略,帮助学生取得理想的学习效果。

论文目录

• 摘要
• Abstract
• Chapter one Introduction
• 1.1 Research Background and Research Questions
• 1.2 Significance of the Study
• 1.3 Layout of the Research
• Chapter Two Theoretical background
• 2.1 Definitions and Characteristics of Language Learning Beliefs and Language Learning Strategies
• 2.1.1 Definitions and Characteristics of Language Learning Beliefs
• 2.1.2 Definitions and Characteristic of Language Learning Strategies
• 2.2 Classification of Language Learning Beliefs and Language Learning Strategies
• 2.2.1 Classification of Language Learning Beliefs
• 2.2.2 Classifications of Language Learning Strategies
• 2.3 Empirical Studies on Language Learning Beliefs and Language Learning Strategies
• 2.3.1 Empirical Studies on Language Learning Beliefs
• 2.3.2 Empirical Studies on Language Leaning Strategies
• Chapter Three Research Methodology
• 3.1 Subject
• 3.2 Instruments
• 3.2.1 The questionnaire
• 3.2.2 The CET-4 test
• 3.3 Data Collection
• 3.4 Data analysis
• Chapter Four Result and Discussions
• 4.1 Descriptive analysis of general language learning beliefs
• 4.2 Descriptive analysis of general language learning strategies
• 4.3 Correlation Analysis of language learning beliefs and language learning strategies
• 4.3.1 Correlations among general language learning beliefs
• 4.3.2 Correlations among general language learning strategies
• 4.3.3 Correlations between language learning beliefs and language learning strategies
• 4.3.4 Correlations between English achievement and language learning beliefs
• 4.3.5 Correlations between English achievement and language learning strategies
• 4.4 Similarities and dissimilarities in language learning beliefs and language learning strategies between high-proficiency and low-proficiency students
• 4.4.1 Beliefs of Different Proficiency Groups
• 4.4.2 Strategies of Different Proficiency Groups
• 4.5 Multiple Regression Analyses
• 4.5.1 The Most Powerful Predictors of English Achievement Among Variables of Language Learning Beliefs
• 4.5.2 The Most Powerful Predictors of English Achievement Among Variables Language Learning Strategies
• Chapter five Conclusion
• 5.1 Major Findings
• 5.1.1 General Distribution of the Language Learning Beliefs and Strategies
• 5.1.2 Correlations Findings
• 5.1.3 Brief comparison between high- and low-proficiency groups
• 5.1.4 The Most Powerful Predictors of English Achievement
• 5.2 Implication of the Research
• 5.3 Limitations of the Study
• Acknowledgement
• Bibliography
• Appendix
• 攻读硕士学位期间发表的论文及科研成果