在美中国硕士留学生英语学习策略的调查研究

发布时间：2018-05-26 10:53

本文选题：英语学习策略 + 中国留美硕士生　；参考：《广西师范大学》2017年硕士论文

【摘要】：自上世纪70年代以来,学习策略的概念逐渐被引入语言教育。随着自主学习思想的深入,外语教学研究从研究“怎么教”转移到研究“怎么学”,学习策略在自主学习过程中所起的重要作用逐渐被人们认可。众多研究表明学习策略的运用会受到语言学习环境的影响。由于国内没有英语学习的最佳语言环境,可能许多有效的学习策略被国内的英语学习者所忽略。本文以Oxford的学习策略理论为基础,通过问卷调查和访谈相结合的方法,对在美国大学攻读硕士学位的60名中国留学生的英语学习策略情况进行调查研究,旨在明确中国硕士留学生在英语环境中的英语学习策略的总体使用偏好,分析不同性别和不同英语水平留学生的学习策略使用差异,并探求英语环境中对中国留学生英语学习策略使用可能存在的影响因素。数据分析过程中涉及了描述性统计,独立样本T检验和皮尔森相关系数分析的方法。研究结果表明:1)英语环境中,中国硕士留学生的英语学习策略的总体使用情况处于中等水平,其中最常用的策略类别是补偿策略,最不常用的是记忆策略。2)女留学生的英语学习策略总体使用水平高于男留学生,但并不存在显著差异。对于不同策略类别的使用,男、女留学生只在记忆策略,元认知策略和情感策略的使用上存在显著差异,且男留学生记忆策略的使用频率明显高于女留学生,而女留学生使用元认知策略和情感策略更为频繁。3)不同英语水平的留学生在英语学习策略的总体使用上存在显著差异:高分组留学生的总体策略使用水平明显高于低分组留学生。对于不同策略类别的使用差异,高分组更依赖社交策略和补偿策略,而低分组更倾向使用记忆策略。4)英语环境中的课堂环境和生活环境都影响了中国硕士留学生的英语学习策略的使用。根据以上调查结果,本研究为即将出国留学的学生以及国内的大学英语学习者和教师提出了几点启示性建议,如培养自主学习,改变教师角色,有目的地进行学习策略培训和创造独立学习与合作学习的环境等。
[Abstract]:Since the 1970s, the concept of learning strategy has been introduced into language education. With the deepening of autonomous learning thought, the research of foreign language teaching has shifted from "how to teach" to "how to learn", and the important role of learning strategy in the process of autonomous learning has gradually been recognized by people. Many studies have shown that the use of learning strategies is influenced by the language learning environment. Because there is no best language environment for English learning in China, many effective learning strategies may be ignored by English learners in China. Based on Oxford's learning strategy theory, this paper investigates the English learning strategies of 60 Chinese students studying for a master's degree in American universities by means of questionnaires and interviews. The purpose of this study is to clarify the overall preference of Chinese master students' English learning strategies in the English environment, and to analyze the differences in the use of English learning strategies among students of different genders and different English levels. And to explore the possible factors affecting the use of English learning strategies for Chinese students in the English environment. Descriptive statistics, independent sample T test and Pearson correlation coefficient analysis are involved in data analysis. The results show that in English environment, the overall use of English learning strategies for Chinese master students is at a moderate level, and the most commonly used strategy category is compensation strategy. The least commonly used is memory strategy. 2) the English learning strategies of female students are higher than that of male students, but there is no significant difference. For the use of different strategy categories, male and female students only used memory strategies, metacognitive strategies and affective strategies, and the frequency of memory strategies used by male students was significantly higher than that of female students. However, female students used metacognitive strategies and affective strategies more frequently. 3) there were significant differences in the overall use of English learning strategies among foreign students with different English proficiency: the overall strategy use level of high score group students was significantly higher. International students in low groups. For the differences in the use of different strategy categories, the high-score groups were more dependent on social strategies and compensation strategies. However, the low group is more inclined to use memory strategy. 4) the classroom environment and living environment in English environment both influence the use of English learning strategies for Chinese master students. Based on the above findings, this study provides some enlightening suggestions for the students who are going to study abroad, as well as for college English learners and teachers in China, such as cultivating autonomous learning and changing the role of teachers. Purposeful learning strategy training and creating an environment for independent and cooperative learning.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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