英语教学法与学生学习风格初探

VIP免费

3.0 陈辉 2024-11-19 5 4 891.55KB 79 页 15积分

侵权投诉

Abstract

In recent years, theories on EFL learners’ learning styles have aroused great

interests. Studies on the relation between the learners’ learning style preference and

their language performance have become increasingly popular. In this thesis, researches

are made to discover the influence and the effect of two different teaching

methodologies (teacher-centered and students-centered) on students with different

learning style preferences. The author chooses the non-English majors from University

of Shanghai for Science and Technology as the subjects and, with the help of statistical

data collected, focuses on the analysis of correlation between teaching methodologies

used by the teacher and preferred learning styles on the part of students. It is hoped that

this research could provide tentative suggestions for the advancement of today’s college

English teaching.

The research process is composed of several steps: firstly, a pre-test (including

listening, reading, and writing) is given to students of two parallel classes at the

beginning of one semester in order to check out their proficiency levels of English.

Besides, a survey on students’ learning styles is carried out to identify their learning

styles (including visual, auditory, kinesthetic, tactile, group, individual styles). This

survey is conducted according to the PLSP (Perpetual Learning Style Preference)

Survey first put forward by Joy Reid (1987). Then, different teaching methodologies are

performed in the experimental classes, and at the end of the semester, a post-test which

is of the same difficulty as the pre-test is given to both of the two parallel classes. Lastly,

with statistical analysis (by SPSS) of the results of the Survey and the two tests,

discussion is made concerning how to match different teaching methodologies to

different learning styles, followed by pedagogical implications for English teaching and

learning in the university settings in China.

Key Words: Teaching Methodology, Teacher-Centered,

Learner-Centered, Learning Style

摘要

近年来，对于外语学习者学习风格的研究备受关注，而对于学习者的学习风

格和他们外语水平的关系的研究也颇为盛行。本文的主要目的是研究不同学习风

格(learning styles) 的学生群体在两种不同教学方法(teacher-centered 与

student-centered)的教授作用下的影响及适应性问题。通过对不同学生样本进行

统计学分析,并结合两种教学理论方法分析,对这两种教学方法进行探讨, 在实践

中和理论上明确两种教学方法对不同学习风格的学生的影响及作用，以求能对当

前的大学英语教学方法的研究探讨有所推进。

研究过程包括开始阶段对于两个平行班的学生在学期初进行一次英语测评

(pre-test), 内容包括听 , 读 , 写等。通过使用 Perceptual Learning Style

Preference(PLSP) Survey 等工具方法对学生进行问卷调查,确定不同学生群体的

不同学习风格 ( 包括 : visual, auditory, tactile, kinesthetic, group,

individual 等)；然后在此学期中对两班学生使用两种不同的教学方法

( learner-centered 和 teacher-centered)进行有针对性的教学；到学期末阶段,

对两个班学生进行与学期初相似的英语测评(post-test)。通过对 PLSP 结果和两

次测试结果的分析, 研究不同学习风格的学生对两种教学方法的适应性问题, 以

及如何运用这两种教学方法以适应学生,提高学生的英语水平，从而对当前中国大

学英语教学提供一些启示。

关键字：教学法教师为中心的教学法学生为中心的教学法学

习风格

Contents

Chapter One Introduction ..................................................................................................1

Chapter Two Literature Review ........................................................................................ 4

§2.1 Learner-Centered Language Teaching Methodology .........................................4

§2.1.1 Defining Learner-Centered Language Teaching Methodology ......................... 4

§2.1.2 The Roles of the Teacher and Learners in the Learning Process ....................... 7

§2.2 Teacher-Centered Language Teaching Methodology ........................................ 9

§2.2.1 Definition of Teacher-Centered Language Teaching Methodology ...................9

§2.2.2 Reasons for Why it is Still Applicable ............................................................. 10

§2.3 Students’ Language Learning Styles ................................................................11

§2.3.1 Definition of Learning Style ............................................................................ 11

§2.3.2 Previous Studies on Learning Styles ................................................................12

Chapter Three Description of Research Method and Curriculum Design of Two

Teaching Methodologies ..... ……………………………………………………………18

§3.1 Objectives ........................................................................................................ 18

§3.2 Research Method and Instruments ...................................................................18

§3.2.1 Participants .......................................................................................................18

§3.2.2 Learning Style Dimension ............................................................................... 19

§3.2.3 Perceptual Learning Style Preference (PLSP) Survey .....................................21

§3.3 Description of Tests ......................................................................................... 22

§3.4 Teaching Plan on How to Conduct a Teacher-Centered Class .........................22

§3.4.1 Rationale for the Class Plan .............................................................................22

§3.4.2 General Framework for the Class Plan ............................................................ 23

§3.5 Teaching Plan on How to Conduct Learner-Centered Class ............................24

§3.5.1 Rationale for the plan .......................................................................................24

§3.5.2 General Framework for the Class Plan ............................................................ 25

§3.5.3 Classroom Activities ........................................................................................ 27

Chapter Four Result Analysis and Test Evaluation…………..…………………...……28

§4.1 Result Analysis of the Survey…………………………………………….......28

§4.1.1 Data Collection Instrument .............................................................................. 28

§4.1.2 The General Tendency of Learning Style Preference ...................................... 28

§4.2 The Effect of Teaching Methodology on Students with Different Learning

Styles……………………………………………………………………………………3

§4.2.1 Correlation between Teaching Methodology and Students’ Proficiency .........36

§4.2.2 The Effectiveness of Teaching Methodology on Students of Different Learning

Styles ..............................................................................................................38

Chapter FivePedagogical Implications…………………………………………………43

§5.1 Analyzing Learning Styles and Developing Self-aware EFL Learners ........... 43

§5.2 Altering the Teaching Methodology to Create Teacher-student Matching ...... 44

§5.3 Providing Activities with Different Groupings ................................................45

§5.4 Encouraging Changes in Students' Behavior and Stretching their Learning

Styles ………………………………………………………………………………..46

§5.5 Balancing the Learner-centered and Teacher-centered Teaching Methodologies

………………..………………………………………………………………47

Chapter Six Conclusion ................................................................................................. 49

Appendix Ⅰ………………………...………………………………………………….50

Appendix Ⅱ…………………………………………………………...……………….51

Appendix Ⅲ………………………………………………………...………………….55

Appendix Ⅳ……………………………………………………...…………………….57

Bibliography………………………...………………………………………………….71

在读期间公开发表的论文和承担科研项目及取得的成果.........................................76

Acknowledgements .........................................................................................................77

Chapter 1 Introduction

Chapter One Introduction

To reduce teacher-student style conflicts, some researchers in the area of learning

styles advocate teaching methodologies and learning styles be matched (Griggs & Dunn,

1984; Smith & Renzulli, 1984; Charkins et al, 1985), especially in foreign language

instruction (Oxford et al, 1991; Wallace & Oxford, 1992). Kumaravadivelu (1991:98)

states that: "... the narrower the gaps between teacher intention and learner interpretation,

the greater are the chances of achieving desired learning outcomes". There are many

indications (Van Lier, 1996; Breen, 1998) that can bridge the gap between teachers' and

learners' perceptions and can play important roles in enabling students to maximize their

classroom experience.

Ellis (1989) describes a learning style as the more or less consistent way in which a

person perceives, conceptualizes, organizes and recalls information. Students' learning

styles will be influenced by their genetic make-up, their previous learning experiences,

the culture and the society they live in.

Sue Davidoff (1990) suggests that: Students learn better and more quickly if the

teaching methods used match their preferred learning styles. As learning improves, so

does students’ self-esteem. This has a further positive effect on learning. Students who

have become bored with learning may become interested once again. The

student-teacher relationship can improve because the student is more successful and is

more interested in learning.

Each student has personal learning styles, and these styles can be generalized into

categories. The paper describes how teachers can identify which styles are present in

their classrooms and how these affect teaching methodologies. It also gives general

advice on how to adjust teaching methodologies in order to accommodate the most

common learning styles.

In this paper, different ways are described to make this adjustment feasible in

real-life classroom settings of today’s college English teaching. The assumption

underlying the approach taken here is that the way we teach should adapt to the way in

which learners learn. Two most frequently used teaching methodologies are chosen to

be considered in this research: one is teacher-centered teaching method; the other is

learner-centered teaching method.

Tentative Research on English Teaching Methodology and Learning Style

This paper consists mainly of four parts, and it focuses on the studies on the

relation between college students’ learning styles and teachers’ teaching methodologies.

The first part (chapter two) concerns the literature review for studies of teaching

methodologies and students’ learning styles. Definitions and explanations of

learner-centeredness and teacher-centered language teaching method are given. It

discusses the applicability of teacher-centered method, for it is severely criticized these

days. Also mentioned are some distinguished researches of learning styles conducted by

previous researchers, such as David Nunan(1999), Joy Reid(1987,1993,1995), Laura

Rossi-Le (1995), Ken Willing (1988), etc,.

The second part (chapter three) is a description of the objective, subjects

(participants), and the research instrument of this thesis as well as the design of class

curricula for the two teaching methodologies. The research of this paper aims to study

different effects of two teaching methods, namely learner-centered and teacher-centered

teaching method, on students who prefer different learning styles. It also aims to find

out the adaptability of those students to the teaching methods. Those students who

participate in the research are the first-year students from two parallel classes majored

in science and technology at USST (University of Shanghai for Science and

Technology). Moreover, dimensions of students’ learning style preferences (including

visual, auditory, kinesthetic, tactile, group and individual learning styles, according to

the theory proposed by Reid (1987)) are introduced. And the research instrument is

composed of a PLSP (perceptual learning style preference) Survey (by Reid 1987) and a

tool for the analysis of social science statistics—SPSS 13.0.

This part is also conducted to fully display the realization of the two teaching

methodologies, namely teacher-centered and learner-centered ones, in two different

classes respectively. Teaching materials, teaching plans and schedules for different

methodologies, and classroom activities are proposed in detail in this part.

The third part (chapter four) is a descriptive research on the relation between

students learning styles and the two teaching methodologies under consideration. This

research is conducted in the light of the theoretical framework put forward in Chapter

Three. Statistical data collected from PLSP Survey and the pre-test and post-test is

processed by SPSS 13.0. This research aims to reveal the general tendencies of college

students’ learning style preferences; to discover the different effects of the two teaching

methodologies on English performance of students with different personal learning

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

15 积分 4人已下载

立即下载 VIP免费下载

摘要：

AbstractInrecentyears,theoriesonEFLlearners’learningstyleshavearousedgreatinterests.Studiesontherelationbetweenthelearners’learningstylepreferenceandtheirlanguageperformancehavebecomeincreasinglypopular.Inthisthesis,researchesaremadetodiscovertheinfluenceandtheeffectoftwodifferentteachingmethodologi...

展开>> 收起<<

英语教学法与学生学习风格初探.pdf

共79页,预览8页

还剩页未读，继续阅读

英语教学法与学生学习风格初探

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: