高等职业技术学校学生语言学习风格及策略研究

发布时间：2021-08-04 19:33

　　本文旨在探索高职学生的语言学习风格和策略，揭示语言学习风格与策略的关系及性别差异在语言学习风格和策略偏好中的作用。这项研究一是了解学生个体的认知语言偏好，二是识别学生的语言学习策略。此外，“放声式”教学法用来确定学生阅读过程中的认知策略和元认知策略。所有调查结果通过SPSS进行分析。研究分析发现：大部分学生的学习风格偏好倾向于“倾听式”学习法和个体学习法，学习策略倾向于认知策略的运用。学习风格和策略的关系研究表明：“视觉”学习风格与情感认知策略关系密切；“倾听式”学习风格与记忆、认知、情感及交际策略关系密切；个体学习风格与推理策略关系密切。“放声式”教学法测试表明，学生在阅读过程中实际上都在使用不同的认知和元认知策略。这项研究存在一定的局限性：参与研究的对象没有普遍性；研究中并没有涉及到所有的语言策略；除性别外，学习者的其它个性差异在认知和分析中并没有提到，尽管存在局限性，但该研究也有一些重要发现。这些研究结果将会引起教师和学生对于自身学习风格和策略的重视，从而促进英语语言学习的成功。 

【文章来源】：西北大学陕西省 211工程院校

【文章页数】：84 页

【学位级别】：硕士

【文章目录】：
Abstract in Chinese
Abstract in English
Table of Contents
Chapter 1 Introduction
    1.1 Purpose of Study
    1.2 Research Questions
    1.3 Significance of the Study
Chapter 2 Literature Review
    2.1 Introduction
    2.2 Learning Styles
        2.2.1 Definitions
        2.2.2 Dimensions
        2.2.3 Research on Learning Style
        2.2.4 Comment on Learning Styles
    2.3 Language Learning Strategy
        2.3.1 Definitions
        2.3.2 Categories of Language Learning Strategies
            2.3.2.1 Rubin's Classification
            2.3.2.2 O'Malley's Classification
            2.3.2.3 Oxford's Classification
    2.4 Research on Language Learning Strategies
        2.4.1 Studies Involving Successful and Unsuccessful Language Learners
        2.4.2 Studies Investigating Factors Affecting Strategy Choices
        2.4.3 Learning Strategies Research in China
    2.5 Differences between Learning Styles and Language Learning Strategies
Chapter 3 Methodology
    3.1 Introduction
    3.2 Research Design
    3.3 Instruments
    3.4 Participants
    3.5 Data Collecting
        3.5.1 Perceptual Learning Style Preference Questionnaire
        3.5.2 Strategy Inventory for Language Learning
        3.5.3 Think Aloud Protocols
    3.6 Data Collection Procedures
    3.7 Data Analyses
Chapter 4 Findings and Discussion
    4.1 Introduction
    4.2 The Analysis of the Perceptual Learning Style Questionnaire Results
    4.3 The Analysis of the Strategy Inventory for Learning Strategies
    4.4 The Analysis of the Relationship Between Learning Styles and Strategies
    4.5 The Analysis of the Think Aloud Protocols
    4.6 Significant Findings of the Study
    4.7 Discussion
    4.8 Limitation of the Study
    4.9 Conclusion
Chapter 5 Implications
    5.1 Introduction
    5.2 Summary of the Study
    5.3 Implications
        5.3.1 Implications for Teaching
        5.3.2 Implications for Curriculum Developers and Material Producers
        5.3.3 Implications for Further Research
ACKNOWEDGEMENTS
BIBLIOGRAPHY
APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D



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