高二学生英语学习策略调查与研究

论文摘要

2003年我国英语新课程标准中首次将发展学生运用英语学习策略的能力作为教学目的之一,但自新课标执行以来,高中生英语学习策略使用状况并不清楚。虽然在我国已做了一些关于英语学习策略的研究,但以高中生为研究对象,并以新课标对英语学习策略的分类为基础的研究却很少,所以本研究采用定量与定性研究相结合的方法,通过问卷和个人访谈方式对一所普通中学的227名高二学生英语学习策略的使用情况和水平进行调查,以便为高中英语教师提供有效信息,在教学中引导和培养学生形成使用英语学习策略的意识,并掌握有效的学习策略促进英语学习。本研究采用的研究工具是以Oxford(1990)的STLL和文秋芳的调查问卷为依据,并根据中国高中生的特点进行改编的调查问卷。调查的数据通过SPSS软件进行了分析。主要讨论的问题有:自2003年新课标实施以来,高中英语学习高分组与低分组各使用了什么英语学习策略?使用频率上是否有差异?哪些策略的使用与他们的英语成绩相关?与以往的研究相比,现在高中生英语学习策略的使用状况有无变化?通过对原始数据的处理分析,针对此次研究所提出的三个问题,研究结果表明:1.高中英语学习高分组与低分组在英语学习策略使用上存在差异,高分组英语学习策略的使用频率达到较高水平,其中使用调控策略最频繁,资源策略最少。而低分组学生在使用认知策略、调控策略、交际策略和资源策略四方面均属于中等水平。2.三类英语学习策略认知策略、调控策略和交际策略与研究对象的英语成绩相关,而资源策略与之不相关。这一结果说明高中生尚未掌握资源策略。3.通过与以前的相关研究比较发现,在中学英语新课程标准实施以后,无论是高分组还是低分组的学生在英语学习策略的使用水平上均取得了进步。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1.Language Learning Strategies
• 2.1.1 Definitions of language learning strategies
• 2.1.2 Classifications of language learning strategies
• 2.2 Researches on language learning strategies
• 2.2.1 Researches on language learning strategies in the world
• 2.2.2 Researches on language learning strategies in China
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Semi-structured Interview
• 3.4 Data Collection
• 3.5 Data Analysis
• Chapter Four Results and Analysis
• 4.1 Differences in frequency of EFL learning strategies use between two groups
• 4.1.1 Overall strategies use level by the two groups
• 4.1.2 Differences in frequency of cognitive strategies use between two groups
• 4.1.3 Differences in frequency of metcognitive strategies use between two groups
• 4.1.4 Differences in frequency of communicative strategies use between two groups
• 4.1.5 Differences in frequency of resource management strategies use between two groups
• 4.2 Correlation between EFL learning strategies use and English achievements
• 4.3 The comparison between the current study and the previous study
• 4.3.1 The comparison of frequency differences in using EFL learning strategies
• 4.3.2 The comparison of means of four categories of EFL learning strategies
• Chapter Five Discussion and Conclusion
• 5.1 Major findings
• 5.1.1 There are differences of EFL learning strategies used by the high-score group and the low-score group
• 5.1.2.There are correlations between EFL learning strategies used by the two groups and their English achievements
• 5.1.3.There are similarities and differences between the results of the current study and previous study
• 5.2 Implications
• 5.3 Limitations
• 5.4 Suggestions for future research
• References
• Appendix
• Appendix One Strategy Inventory for EFL learning
• Appendix Two English Version of the Interview Guide
• Appendix Three Chinese Version of the Interview Guide
• Acknowledgements