西藏大学非英语专业本科生英语语法学习策略调查研究

发布时间：2018-04-21 18:04

本文选题：语法学习策略 + 西藏大学　；参考：《西藏大学》2017年硕士论文

【摘要】：随着外语教学研究方向的不断调整、外语教学研究内容的不断深化和细化,当前国内外外语教学研究的主流渐渐从以教师和教材为中心转移到以学生和活动为中心上来了。“学习策略”研究便也成了吸引许多学者的其中一个研究领域。当前我国的英语教学依然是以语法教学为核心,围绕该核心来整体提升学生的英语能力。因此对语法学习效率的提升有重要作用的语法学习策略便具有明显的重要性。本文希望在这一块区域进行研究成果的充实,因此在国内外相关研究的理论基础上采用问卷调查和访谈等方式对西藏大学非英语专业本科生的英语语法学习策略使用情况进行了调查研究。本研究旨在回答以下两个问题:1)西藏大学非英语专业本科生在英语学习中使用语法学习策略的整体情况如何?2)不同的性别、专业、生源地、民族、英语水平的学生使用语法学习策略的情况有差别吗?本文通过五个部分对以上问题进行研究:第一部分主要是背景说明,阐述了论文的研究背景及架构;第二部分是对国内外对本研究相关领域的研究成果和基础理论的综合和整理。首先对本研究涉及的概念和定义进行了必要的介绍和说明,其次对当前国内外对语言学习策略的研究成果及对语法学习策略的研究成果,特别是对民族地区英语语法学习策略的研究成果进行了简要的回顾和梳理;第三部分主要对论文的研究对象和具体的操作过程进行了简要说明,介绍了本文的研究对象、研究内容和研究方法,特别是对本文主要采用的研究方法和数据收集整理过程作出了说明。第四部分是本文的中心部分,本部分对研究数据的统计结果进行了分析,通过对数据进行定量和定性的分析得到初步研究结果,并对结果进行讨论和反思。该部分展现了西藏大学非英语专业本科生在英语学习过程中使用语法学习策略的整体情况。结果表明西藏大学非英语专业本科生在英语语法学习过程中使用语法学习策略的整体状况并不理想。总的来说,被调查者在语法学习中使用策略的程度偏低,离理想状态还差一定距离,而且他们的策略运用意识不强,运用的程度也不理想。在各种策略中,情感策略被使用的频率最高,其后依次是元认知策略、认知策略和交际策略。总的语法学习策略的使用频率均值为2.7,为“有时使用”的频率,这表示受调查对象使用语法策略的情况处于比较低的水平,学生的自主学习意识和调节自身情绪和情感以配合学习的意识都不强,也即“使用合适的方法学习语法”的意识并不强。另外,学生在英语语法学习过程中使用认知策略的频率明显地偏低,这可能是导致语法教学效果不理想的重要原因。第五部分主要是笔者根据调查结果,为了使学生更好地运用语法学习策略以提高英语语法学习效率,对西藏大学教师和学生提出了一些有针对性的建议。第六部分是笔者对在论文撰写写作过程中通过自我反思得出本研究的不足之处的说明。
[Abstract]:With the continuous adjustment of the research direction of foreign language teaching and the deepening and refinement of the content of foreign language teaching, the mainstream of foreign language teaching research at home and abroad has gradually shifted from the center of teachers and teaching materials to the center of students and activities. "Learning strategy" has also become one of the research areas that attract many scholars. At present, English Teaching in our country is still the core of grammar teaching, and the English ability of students is promoted around the core. Therefore, the grammar learning strategy which plays an important role in improving the efficiency of grammar learning is of obvious importance. This article hopes to enrich the research results in this area, so it is related to the domestic and foreign related aspects. On the basis of the study, this study investigates the use of English grammar learning strategies for non English Major Undergraduates of University of Tibet by questionnaire and interview. The purpose of this study is to answer the following two questions: 1) the overall situation of the use of grammar learning strategies for the non English Majors of the University of Tibet in English learning is as a whole. 2) are there any differences in the use of Grammatical Learning Strategies for different gender, professional, native, national and English level students? This paper studies the above problems through five parts: the first part is the background, the background and frame of the study, and the second part is the research on the related fields at home and abroad. The synthesis and consolidation of the results and basic theories. First, the necessary introduction and explanation are made to the concepts and definitions involved in this study. Secondly, the results of the research on language learning strategies at home and abroad and the results of the study on grammar learning strategies, especially the results of the study on English language learning strategies in ethnic regions, are briefly introduced. The third part mainly gives a brief description of the research object and the specific operation process of the paper, introduces the research object, the research content and the research method, especially the research methods and data collection and collation process of this paper. The fourth part is the central part of this article, and this part is the part of this article. The statistical results of the data are analyzed, and the preliminary results are obtained by quantitative and qualitative analysis of the data, and the results are discussed and reflected. This part shows the overall situation of the use of grammar learning strategies for non English Majors in University of Tibet in the process of English learning. The results show that University of Tibet is non English. The overall situation of the use of grammar learning strategies for English Majors in English grammar learning is not ideal. Generally speaking, the degree of use of strategies in grammar learning is low and is still a certain distance from the ideal state, and their use of strategies is not strong and the degree of application is not ideal. In various strategies, emotions Strategies were used most frequently, followed by metacognitive strategies, cognitive strategies, and communication strategies. The average frequency of use of the total grammar learning strategy was 2.7, the frequency of "sometimes used", which indicated that the subjects were in a relatively low level of use of grammatical strategies, students' self-learning awareness and self-regulation. In addition, the frequency of students' use of cognitive strategies in the process of English grammar learning is obviously low, which may be an important reason why the effect of grammar teaching is not ideal. The fifth part mainly is the author based on the results of the investigation. In order to make students better use grammar learning strategies to improve the efficiency of English grammar learning, some pertinent suggestions are put forward to the teachers and students of University of Tibet. The sixth part is the author's explanation of the shortcomings of this study through self reflection in the writing process of the paper.

【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】