小学生英语学习策略培训的实验研究

发布时间：2018-04-30 10:35

本文选题：小学生 + 英语学习策略　；参考：《山西师范大学》2017年硕士论文

【摘要】：越来越多的研究表明,在影响外语学习的众多因素当中学习策略是影响其成败的重要因素,因此从20世纪70年代起,人们的研究重点也从研究教师的教转向研究学生的学。《英语新课程标准》明确要求教师要加强对学生英语学习策略的指导,并对各个学段英语学习策略的目标作了具体要求。针对小学生而言,新课标中的二级目标规定了十一条具体的英语学习策略。通过阅读相关文献,作者发现英语学习策略的研究对象大多以大学生和高中生为主,研究小学生的甚少。针对以往研究的不足,本研究旨在了解以下问题:(1)实验后学生英语学习策略使用意识是否提高或改善?(2)英语学习策略培训对不同水平的学生有怎样的影响?(3)英语学习策略培训对学生英语成绩产生什么影响?作者选取明德小学六年级的两个班进行实验。一个班进行学习策略培训另一班像往常一样教学。整个实验持续一个学期。为了得到研究问题的详细的数据,本文使用到调查问卷并得出以下结论:(1)经过一个学期的英语学习策略培训,实验班的策略使用意识产生显著差异并且由原来的“有时使用该策略”上升到“经常使用该策略”,而控制班没有变化。四个策略从高到低的依次是控制策略、资源策略、认知策略和交际策略。四个策略中,除交际策略处于“有时使用该策略”外,其余三个策略都处于“经常使用该策略”。认知策略、交际策略和资源策略的使用情况实验前后有显著差异,而控制策略没有变化。(2)在四种策略的使用上,优秀生培训前后没有显著差异,策略的使用频率在实验前后都处于“经常使用该策略”。中等生的学习策略意识具有显著差异在培训后。就四种策略而言,认知策略、交际策略和资源策略有显著差异而控制策略没有产生差异。中等生的策略使用频率也上升到“经常使用该策略”。具体地说,认知策略、控制策略和资源策略都上升到“经常使用该策略”的范围而交际策略仍然处于“有时使用该策略”。差生总的策略使用意识在培训后没有差异。但是在四种策略中,认知策略在培训后产生显著差异。差生的策略使用频率处于“有时使用该策略”。通过组间比较,我们发现优秀生的策略使用在0.05水平上和差生有显著差异。(3)经过一个学期的英语学习策略培训,学生的英语成绩提高并且显著高于控制班。
[Abstract]:More and more studies show that learning strategy is an important factor influencing the success of foreign language learning. The emphasis of the study has also shifted from the teaching of teachers to the study of students' learning. The New English Curriculum Standard clearly requires teachers to strengthen the guidance of students' English learning strategies, and makes specific requirements for the objectives of English learning strategies in each learning paragraph. For primary school students, the two-level goals in the new curriculum set out 11 specific English learning strategies. By reading the relevant literature, the author finds that most of the research subjects of English learning strategies are college students and high school students, and few of them study pupils. In view of the shortcomings of previous studies, The purpose of this study is to find out the following questions: (1) whether students' awareness of using English learning strategies has been raised or improved after the experiment? (2) how English learning strategy training affects students at different levels; (3) how English learning strategy training affects students' English learning What is the impact of language achievement? The author selected two classes in the sixth grade of Mingde Primary School to carry out the experiment. One class conducts learning strategy training and the other class teaches as usual. The whole experiment lasted one semester. In order to obtain the detailed data of the research questions, this paper uses the questionnaire and draws the following conclusion: 1) after one semester of English learning strategy training, The awareness of strategy use in the experimental class was significantly different and increased from "sometimes using the strategy" to "using the strategy frequently", while the control class did not change. The four strategies from high to low are control strategy, resource strategy, cognitive strategy and communication strategy. Of the four strategies, the other three are "frequently used" except that the communication strategy is "sometimes used". There were significant differences in the use of cognitive strategy, communication strategy and resource strategy before and after the experiment, but there was no significant difference in the use of the four strategies before and after training. The frequency of use of the policy is "often used" before and after the experiment. There are significant differences in learning strategy awareness among secondary students after training. As far as the four strategies are concerned, there are significant differences in cognitive strategies, communication strategies and resource strategies, but there are no differences in control strategies. The frequency of strategy use by secondary students has also risen to "use this strategy frequently." Specifically, cognitive strategy, control strategy and resource strategy all rise to the range of "using this strategy frequently" while communication strategy is still "sometimes used". There was no difference in the overall awareness of strategy use among poor students after training. But among the four strategies, cognitive strategies have significant differences after training. The poor student's policy is used frequently in "sometimes use this policy." Through comparison among groups, we find that the strategy use of excellent students is significantly different from that of poor students at the level of 0.05) after one semester of English learning strategy training, the students' English scores are improved and significantly higher than those of the control class.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】