感知学习风格与学习策略及大学英语水平的相关性研究

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3.0 陈辉 2024-11-19 4 4 537.49KB 64 页 15积分
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Acknowledgements
I wish to acknowledge all those who have assisted me in writing my paper.
First, I would like to show sincere gratitude to my supervisor Professor Lv Le, for
her invaluable guidance and illuminating suggestions in the process of writing.
Professor Lv shows great patience in reading, polishing and commenting on my paper,
which is essential to its completion.
I am also grateful to all the teachers who have taught me over the past two years,
such as Professor Dai Weihua, Deng Zhiyong, He Gang, Associate Professor Liu Qin,
etc. I learn a lot of linguistic knowledge from them and their lectures have broadened
my horizons and enlightened my thoughts.
My sincere thanks also extend to my friends for their generous support and
friendship. I also give thanks to the participants and the teachers who have helped me a
lot during the data collection procedure.
Finally, a deep appreciation is expressed to my family for their endless support
and encouragement during my process of writing. Without their infinite love, I could
not have reached this delightful moment.
ABSTRACT
The major purpose of this study is to investigate whether perceptual learning style
preference, learning strategy use and college students’ achievements are significantly
related to each other.
Two survey instruments, Perceptual Learning Style Preference Survey (including
visual learning style, auditory learning style and haptic learning style) and Strategy
Inventory for Language Learning (including cognitive strategies, compensation
strategies, metacognitive strategies, affective strategies and social strategies) are used;
students learning College English in Qingdao Ocean Shipping Mariners College are
chosen as subjects. Students’ scores of College English Test of Band Four (including
total score, listening score, reading score, vocabulary score and writing score) are also
collected. By means of SPSS software of 11.5, the author makes analysis of the data
required.
Based on the data analysis, the author manages to find out the general tendency
concerning perceptual learning style preference and learning strategy use, correlations
between different perceptual learning styles and learning strategy use in relation to
their English achievements. Three hypotheses are formulated in an effort to explore the
second question.
The data show that the most preferred learning style is visual learning style, then
haptic learning style and auditory learning style. The research results indicate that
students often use compensation strategies, cognitive strategies, metacognitive
strategies, and social strategies, while affective strategies are less used. Significant
relationships are found to exist among many of the variables of learning style
preferences and learning strategy use, and between these variables and the achievement
scores of the learners.
After the analysis, some pedagogical implications are provided, limitations of this
research are pointed out and further researches are suggested.
Key Words: Perceptual learning styles, Learning strategies, English
achievements
摘要
本项研究的主要目的是调查感知学习风格倾向，学习策略使用及大学英语水
平之间的相关性。本项研究采用了两个调查量表：感知学习风格调查量表
(Perceptual Learning Style Preference Survey)，包括视觉型、听觉型、触觉型三种
学习风格；学习策略调查量表 (Strategy Inventory for Language Learning)，包括认
知策略、补偿策略、元认知策略、情感策略以及社会策略五种学习策略。研究对
象是青岛远洋船员学院的学生。大学英语四级成绩也被收集作为变量之一，包括
四级总成绩，听力成绩， 阅读成绩，词汇成绩及写作成绩。研究最后运用社会科
学统计软件包 (SPSS) 11.5 对收集的数据作了统计分析。
作者试图调查学生的总体学习风格倾向及总体学习策略使用倾向；不同学习
风格倾向学习者的学习策略使用与英语学习水平差异及这三个变量之间的相关
性。针对第二个问题，研究提出了三个假设。
研究得出了以下发现:第一，学习风格倾向方面,学生总体更倾向视觉型的学
习风格,其次是触觉型的学习风格和听觉型的学习风格。第二，学习策略倾向方
面,学生对学习策略的使用依次为，补偿策略，认知策略，元认知策略，社会策
略和情感策略。第三，相关性研究表明学习风格与学习策略的许多变量之间，这
些变量与学习者学习成绩之间存在相关性。
结束语中，论文提出了几点教学方面的建议，指出了此项研究的局限性，并
为将来进一步研究提出了意见。
关键词：感知学习风格 学习策略 英语水平
Contents
ACKOWLEDGEMENTS
ABSTRACT
中文摘要
Chapter One Introduction ……………………………………………….………….
§1.1 Background of the Study ……………………………………………..………
§1.2 Significance of the Study …………………………………………..………...
§1.3 Organization of the Thesis…………………………………..………………..
Chapter Two Literature Review …………………………………………………….
§2.1 Learning Style ……………………………….…………...…………………..
§2.1.1 Definition of Learning Style…….……………………………………..….
§2.1.2 Classification of Learning Style...……………………………………..…..
§2.1.3 Previous Studies on Learning Style ……………………………..………..
§2.2 Learning Strategy ………………………………………………………..…...
§2.2.1 Definition of Learning Strategy ………………………………..…………
§2.2.2 Classification of Learning Strategy ……………………………..………...
§2.2.3 Previous Studies on Learning Strategy …………………………..……….
§2.3 Relationship Between Learning Style and Learning Strategy ……..………...
§2.4 Rationale of This Study ……………………………………………..………..
Chapter Three Research Design and Implementation ………………………………
§3.1 Objectives and Hypotheses ……………………………………..……………
§3.2 Subjects ………………………………………………………………..……..
§3.3 Instruments ………………………………………………..………………….
§3.3.1 Perceptual Learning Style Preference Survey …………………..………...
§3.3.2 Strategy Inventory for Language Learning ………………………..……...
§3.3.3 College English Test of Band Four ………………………………..……...
§3.4 Research Procedure ……………………………………………………..……
Chapter Four Data Collection and Result Analysis ………………………………...
§4.1 Data Collection ………………………………………………………..……..
§4.2 Result Analysis ………………………………………………..……………...
§4.2.1 Reliability of Questionnaires ………………………………..……………
§4.2.2 General Tendency of Perceptual Learning Style Preference ……..……….
§4.2.3 General Tendency of Learning Strategy Use ………………………..……
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§4.2.4 Achievements of Students with Different Perceptual Learning Styles.…..
§4.2.5 Learning Strategy Use of Students with Different Perceptual Learning
Styles ……………………………………………………………………………..
§4.3 Findings of Correlation Analysis…..……………………..…………………..
§4.3.1 Visual Learning Style ……………………………..………………………
§4.3.2 Auditory Learning Style …………………..………………………………
§4.3.3 Haptic Learning Style …………………………..………………………...
Chapter Five Pedagogical Implications …………………………………………….
§5.1 Assessing Learning Styles …………………………………..………………..
§5.2 Learning Strategy Training ………………………………………………..…
§5.3 Bridging the Gap between students’ learning styles and teachers’ teaching
styles………………………………………………………………………………..
§5.4 Reconsidering Teacher’s Role in English Teaching …..……………………...
Chapter Six Conclusion …………………………………………………………….
Appendix…………………………………………………………......……………...
Bibliography…………………………………………………………………………
在读期间公开发表的论文和承担科研项目及取得成果 ………………………...
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Chapter One Introduction
1
Chapter One Introduction
§1.1 Background of the Study
In the last few decades, there has been a high passion towards teaching
methodologies among many experts and scholars of English. Therefore, English
teaching has gained great achievements in teaching theoretics. Numerous methods have
been established, and some of them are still very popular.
Before the middle of twentieth century, language teaching is not based on any
linguistic or psychological theories; on the contrary, it is empirical. Grammar
Translation Method and Direct Method are recognized as two important theories at that
time. The former focuses on grammatical rules and translation between the native
language and the foreign language; the latter is based on children’s first language
acquisition, so foreign language teaching method is designed according to the natural
process of native language acquisition.
Audio-lingual Method, developing during 1950s and achieving great prosperity in
1960s, is deeply influenced by the American structural linguistics and behavioral
psychology. With the appearance of mentalism in 1970s, Audio-lingual Method receives
violent attacks for its neglect of learners’ cognitive ability and mentality in foreign
language study.
Contrary to Audio-lingual Method, Cognitive Approach comes into being in 1960s
under the influence of cognitive psychology and generative-transformational linguistics.
This kind of teaching methodology begins to stress on language learners. Arising in the
early of 1970s and aiming at teaching language as communication, Communicative
Approach “calls for an approach which brings linguistic skills and communicative
abilities into close association with each other” (Widdowson, 1978: 144). During this
period, some other teaching methods also emerge, such as the Silent Way,
Counseling-learning, Suggestopedia, the Total Physical Response, and so on.
From a brief survey of the development of teaching methodology, we can see that
traditional foreign language teaching is teacher-centered, so teacher is always regarded
as the crucial factor for learners’ success. For such a long time, linguists and language
teachers have been trying to seek an ideal teaching method which can be suitable for all
the learners, but the results are not perfect, for still no one method can provide absolute
success for every language learner all the time. Just as Selinker (1972) says, “A theory
of second language learning that does not provide a central place for individual
摘要：

AcknowledgementsIwishtoacknowledgeallthosewhohaveassistedmeinwritingmypaper.First,IwouldliketoshowsinceregratitudetomysupervisorProfessorLvLe,forherinvaluableguidanceandilluminatingsuggestionsintheprocessofwriting.ProfessorLvshowsgreatpatienceinreading,polishingandcommentingonmypaper,whichisessentia...

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作者：陈辉 分类：高等教育资料 价格：15积分 属性：64 页 大小：537.49KB 格式：PDF 时间：2024-11-19

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