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非英语专业大学生的性格和英语词汇学习策略的关系研究

2020-12-15阅读(672)

非英语专业大学生的性格和英语词汇学习策略的关系研究

论文摘要

大量的研究发现,学习者的个人因素,尤其是学习者的学习策略在外语学习过程中起着重要的作用。有许多因素影响着学习策略的使用,如学习者的年龄、性别、性格、智力水平、动机等。研究者们对于策略所采取的各种各样的研究基本上都得出了相同的结论:学习策略的使用能有效地提高学习者的学习效率,进而帮助他们取得外语学习方面的成功。这就对语言学习策略的重要性取得了一致意见。性格是影响外语学习的重要个人因素之一。学习者的性格特征是外语教师对学生教学过程中不能不考虑的问题。对学生性格的了解分析将有助于教师“因材施教”。进入二十一世纪,词汇学习在第二语言学习中变得更加重要,是第二语言学习的核心。为此本文考察了作为重要的认知因素之一的性格与词汇学习中的认知、元认知以及情感策略的使用情况之间的关系,且对不同英语水平的学习者在词汇学习中的认知、元认知以及社会/情感策略的使用情况做了比较。本研究以606名来自不同院校不同院系的非英语专业一年级的中国大学生为研究对象,其中300名来自重庆大学的不同院系,306名来自重庆电子工程职业学院的不同院系。主要采用问卷调查和访谈的形式,并通过皮尔逊简单相关分析和方差分析对所收集的数据、资料等进行分析、处理,探讨了非英语专业大学生的性格及其与词汇学习中的认知、元认知以及社会/情感策略使用的相关关系。研究结果表明:一、总体来说,大部分被试的性格都属于外向型性格。二、总体来说,被试对大部分认知、元认知以及社会/情感词汇策略的使用频率都较低,特别是对元认知策略使用的更少。三、总体来说,被试的性格与预先计划、选择性注意、自我监督、自我评估(元认知);上下文、翻译、猜测、联想、阅读、分类、笔记(认知);合作、自我激励(社会/情感)策略的使用成显著的正相关关系。英语水平较高的学习者的性格和选择性注意(元认知);练习、阅读、分类、笔记(认知)策略的使用成显著正相关。英语水平较低的学习者的性格则和预先计划、选择性注意、自我监督、自我评估(元认知);重复记忆、查找、上下文、猜测、联想、分类、笔记(认知);合作、自我激励(社会/情感)策略的使用呈显著的正相关。四、不同英语水平的学习者在选择性注意、自我监督(元认知);重复记忆、上下文、猜测、联想、阅读(认知);合作、自我激励(社会/情感)策略的使用上有显著差异。两类学习者中具有内向性格的被试在重复记忆(认知)和自我激励(社会/情感)策略的使用上有显著的差异。五、外向性格的被试和内向性格的被试在预先计划、选择性注意、自我监督、自我评估(元认知);重复记忆、上下文、翻译、猜测、联想、关键词、分类、笔记(认知);合作、自我激励(社会/情感)策略的使用上有显著的差异。英语水平较低的学习者中具有内向、外向不同性格类型的被试在重复记忆(认知)和自我激励(社会/情感)策略的使用上有显著的差异。本文对上述结论进行了尝试性的探讨,在此基础上,作者结合本人的教学实践,对教学活动提出了一些有益建议。

论文目录

  • 中文摘要
  • ABSTRACT
  • LIST OF ABBREVIATIONS
  • CHAPTER ONE INTRODUCTION
  • 1.1 BACKGROUND OF THE PRESENT STUDY
  • 1.2 PURPOSE AND SIGNIFICANCE OF THE PRESENT STUDY
  • 1.3 OUTLAY OF THE PRESENT STUDY
  • CHAPTER TWO LITERATURE REVIEW
  • 2.1 LANGUAGE LEARNING STRATEGIES
  • 2.1.1 Definition of Language Learning Strategies
  • 2.1.2 Classification of Language Learning Strategies
  • 2.2 VOCABULARY LEARNING STRATEGIES
  • 2.2.1 Definition and Classification of Vocabulary Learning Strategies
  • 2.2.2 Researches on Vocabulary Learning Strategies in the West
  • 2.2.3 Researches on Vocabulary Learning Strategies in China
  • 2.2.4 Factors Affecting Learning Strategies
  • 2.3 PERSONALITY
  • 2.3.1 Definition of Personality
  • 2.3.2 Definition of Extroversion and Introversion
  • 2.3.3 Researches on Extroversion and Introversion
  • 2.4 STUDIES ON THE RELATIONSHIP BETWEEN PERSONALITY AND LANGUAGE LEARNING STRATEGIES
  • 2.5 SUMMARY OF THE LITERATURE REVIEW AND RESEARCH QUESTIONS FOR THE PRESENT STUDY
  • CHAPTER THREE METHODOLOGY
  • 3.1 SUBJECTS
  • 3.2 INSTRUMENTS
  • 3.2.1 Eysenck Personality Questionnaire （EPQ）
  • 3.2.2 Questionnaire for Cognitive, Metacognitive and Social Strategies Use in Vocabulary Learning
  • 3.2.3 Interview
  • 3.2.4 SPSS Package for Windows
  • 3.3 PROCEDURES
  • 3.3.1 Pilot Study
  • 3.3.2 Data Collection
  • 3.3.3 Data Analysis
  • CHAPTER FOUR RESULTS
  • 4.1 GENERAL PICTURE OF THE OVERALL SUBJECTS’PERSONALITY AND THEIR VOCABULARY LEARNING STRATEGIES
  • 4.2 CORRELATION BETWEEN NON-ENGLISH MAJORS’PERSONALITY AND THEIR VOCABUALRY LEARNING STRATEGIES
  • 4.2.1 Correlation between Personality and Vocabulary Learning Strategies Use of the Overall Subjects
  • 4.2.2 Correlation between Personality and Vocabulary Learning Strategies Use of More Proficient Learners
  • 4.2.3 Correlation between Personality and Vocabulary Learning Strategies Use of Less Proficient Learners
  • 4.3 RESULTS OF ANOVA
  • 4.4 RESULTS OF INTERVIEW
  • CHAPTER FIVE ANALYSIS AND DISCUSSION
  • 5.1 GENERAL PICTURE OF PERSONALITY AND VOCABULARY LEARNING STRATEGIES USE
  • 5.2 CORRELATION BETWEEN PERSONALITY AND VOCABULARY LEARNING STRATEGIES USE
  • 5.2.1 Analsis and Discussion of the Correlation among the Overall Subjects
  • 5.2.2 Analysis and Discussion of the Correlation among More Proficient Learners
  • 5.2.3 Analysis and Discussion of the Correlation among Less Proficient Learners
  • 5.3 ANALYSIS OF VARIANCE
  • 5.3.1 Difference on Vocabulary Learning Strategies Use between Learners with Differen English Proficiency
  • 5.3.2 Difference on Vocabulary Learning Strategies Use between Learners with Differen Personality Type
  • 5.3.3 Interactive Effect of Learners and Personality on Vocabulary Learning Strategies Use
  • 5.4 COMPARISON TO PREVIOUS STUDIES
  • CHAPTER SIX CONCLUSION
  • 6.1 CONCLUSION
  • 6.2 PEDAGOGICAL IMPLICATIONS
  • 6.3 LIMITATIONS OF THE PRESENT STUDY AND SUGGESTIONS FOR INVESTIGATION
  • ACKNOWLEDGEMENTS
  • REFERENCES
  • APPENDIX
  • A.E YSENCK PERSONALITY QUESTIONNAIRE （EPQ）
  • B.英语词汇学习策略调查问卷
  • C.TAXONOMY OF THE COGNITIVE-METACOGNITIVE AND SOCIA VOCABULARY STRATEGY QUESTIONNAIRE
  • D.访谈问题
  • E.RESULTS OF ANOVA ANALYSIS
  • F.作者在攻读硕士学位期间发表的论文目录

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    非英语专业大学生的性格和英语词汇学习策略的关系研究
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