自主学习中学习者学习观念与策略相关性研究

论文摘要

学习者的语言学习观念和学习策略对外语自主学习都有着重大的影响。近年来的研究发现,二者在语言学习过程中联系十分紧密,且在外语教学研究中引起了越来越多的关注。本文概述了国内外学者对学习观念和学习策略的研究,通过调查183名中等职业技术学校学生,考察其语言学习观念和英语学习策略的特点及其关系。研究结果表明,语言学习观念包含诸如语言学习管理观念、学习和交际策略观念以及动机观念等因素,对英语自主学习起着关键的作用。研究显示,三种英语学习策略中,学习者最常用的策略是社会/情感策略,同时还说明学习者具有的语言学习观念与所使用的学习策略之间呈显著的正相关,其中管理观念与各学习策略之间相关性最强。本研究还充分表明,男女生在语言学习观念及策略使用上存在显著差异;高分组和低分组在语言学习观念及策略使用上同样也存在显著差异。作者认为,语言学习观念制约了学习策略的选择与使用,同样,学习策略的使用也会改变学习观念;学习观念和学习策略之间是互为影响的关系。本文指出,语言教师既要努力培养学习者运用学习策略的能力,又要加强学习者的学习策略的使用培训。这样,外语教学就能够全面提高学习者的自主学习能力和语言学习技能。

论文目录

• 摘要
• Abstract
• 中文文摘
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Autonomous Learning
• 2.1.1 Definitions of autonomous learning
• 2.1.2 Qualities and characteristics of autonomous learners
• 2.1.3 Two main components of learner autonomy
• 2.2 Learners' Beliefs about Language Learning
• 2.2.1 Research on language learner's beliefs abroad
• 2.2.2 Research on language learner's beliefs at home
• 2.3 Language Learning Strategies
• 2.3.1 Definitions of learning strategies
• 2.3.2 Classifications of language learning strategies
• 2.3.3 Factors affecting learning strategies
• 2.4 Theoretical Background of Autonomous Language Learning
• 2.4.1 Humanism
• 2.4.2 Constructivism
• Chapter Three Research Design
• 3.1 Purpose of the Research
• 3.2 Methodology
• 3.2.1 Subjects
• 3.2.2 Instruments
• 3.2.3 Procedures
• 3.2.4.Research contents
• 3.3 Data Collection and Analysis Procedures
• 3.3.1 Data collection
• 3.3.2 Analysis procedures
• Chapter Four Results and Discussion
• 4.1 Descriptive Statistics of the Primary Variables
• 4.1.1 Language learning beliefs
• 4.1.2 Language learning strategies
• 4.2 Results of Pearson Correlation Analysis
• 4.3 Results of the Analysis on Sex Differences
• 4.4 Results of the Analysis on Proficiency Differences
• 4.5 Discussion
• 4.5.1 The general relationship between language learning beliefs and strategies
• 4.5.2 The relationship between management beliefs and learning strategies
• 4.5.3 The relationship between motivational beliefs and learning strategies
• 4.5.4 The role of metacognitive knowledge in language learning
• 4.5.5 Sex and proficiency differences
• Chapter Five Conclusion and Implication
• 5.1 Conclusion
• 5.2 Implication
• Bibliography
• Appendix
• Acknowledgements