学习策略在高中生英语自主学习中的运用研究

论文摘要

根据英语课程标准,基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习能力和合作精神,为他们的终身学习和发展打下良好的基础。这一课程性质,己经把学习策略的运用与自主学习能力的培养紧密地结合起来:学习策略是提高学习效率,发展自主学习能力的保证。自主学习能力是学习者根据自己的需要和愿望控制学习内容和过程的能力。本文依据认知理论和英语课堂标准,分析高中生学习时几种学习策略的使用情况,以及如何通过加强学习策略的使用程度提高高中生自主学习的能力。通过成绩分析及问卷形式对辽宁省盘锦市第二高级中学的学生进行了调查分析。调查结果表明:学生在外语学习中的策略使用情况不容乐观,优差生在策略使用上存在着明显的差异,从而导致英语成绩的差异。对不同学习策略的使用程度也有很大差异。基于以上事实,本文提出了运用学习策略,培养和提高学生自主学习能力的一些建议。

论文目录

• 摘要
• Abstract
• Chapter One INTRODUCTION
• 1.1 Background Information of the Study
• 1.2 Significance of the Study
• 1.3 Structure of the thesis
• Chapter Two LITERATURE REVIEW
• 2.1 Different Definitions of Language Learning Strategies
• 2.1.1 Stem's Definition
• 2.1.2 Rubin's Definition
• 2.1.3 O'Malley and Chamot's Definition
• 2.1.4 Other Definitions
• 2.2 The Classification of Learning Strategies
• 2.2.1 Oxford’s Classification
• 2.2.2 Cohen's Classification
• 2.2.3 O'Malley and Chamot's Classification
• 2.3 The Four Learning Strategies Required by the English Curriculum Criteria for Senior Middle Schools
• 2.3.1 Cognitive Strategies
• 2.3.2 Self-monitoring Strategies
• 2.3.3 Communication Strategies
• 2.3.4 Resource Strategies
• 2.4 Definitions of Learners’Autonomy
• 2.4.1 Holec' s Definition
• 2.4.2 Little' s Definition
• 2.4.3 Dam's Definition
• 2.4.4 James Arnold' s Definition
• 2.4.5 Other Definitions
• 2.5 Theoretical Bases for Learner Autonomy
• 2.5.1 Theoretical Bases
• 2.5.2 Humanism Autonomous Learning Concept
• 2.5.3 Constructivism Autonomous Learning Concept
• 2.5.4 Students-centered Principle
• 2.6 The Relationship Between Learner Autonomy and the Use of Language Learning Strategies
• Chapter Three Research Design
• 3.1 Purpose of the Research
• 3.2 Research Questions
• 3.3 Participants
• 3.4 Instruments
• 3.4.1 English Achievements Tests
• 3.4.2 The questionnaires
• 3.4.3 Procedures
• Chapter Four Findings
• 4.1 Data Analysis
• 4.1.1 Data of English achievements tests
• 4.1.2 Data of the questionnaires
• 4.2 Findings
• 4.2.1 Findings on the beginning questionnaire
• 4.2.2 Findings on the final questionnaire
• 4.3 Discussion
• 4.4 Suggestions on teaching students to be autonomous learners
• 4.4.1 Carrying Out Learner strategies Training in Foreign Language Teaching
• 4.4.2 Integrating the Strategies-based Instruction with Language Tasks
• 4.4.3 Changing the Role of Teachers in Strategies-based Instruction
• 4.4.4 Advocating the Task-based Teaching Mode
• 4.4.5 Developing Intercultural Communication
• 4.4.6 Enhancing Students' Learning Self-efficency and Goal Setting Ability
• Chapter Five CONCLUSION
• 5.1 Conclusion of the Research
• 5.2 Limitations of the Research
• 5.3 Suggestions for Further Study
• References
• Appendix 1
• Appendix 2
• Appendix 3
• Acknowledgement