高中生场独立场依存认知风格与听力策略的相关关系

发布时间：2018-04-15 23:17

本文选题：认知风格 + 场独立/场依存　；参考：《淮北师范大学》2017年硕士论文

【摘要】：听力是学生英语学习中一项必不可少的基本技能。特别是对于高中生来说,提高英语听力理解水平显得尤为重要。听力理解不是一个消极的、被动的过程,而是一个积极的、主动的认知过程。不同的学生具有不同的认知风格,认知风格影响学生听力策略的选择,而他们所使用的听力策略又会对他们的英语听力成绩产生影响。本文通过采用镶嵌图形测验、听力策略调查问卷和听力测试题三种手段对186名高三年级学生进行调查研究,试图揭示场独立/场依存认知风格、听力策略和听力成绩三者之间的关系。主要结论如下:(1)学生认知风格和听力成绩之间存在显著的相关关系。具体而言,场独立者和听力成绩之间有着较强的相关关系,而场依存者和听力成绩之间有着较弱的相关关系。在听力成绩方面,场独立者的听力成绩普遍地高于场依存者。(2)场独立者整体上比场依存者更多地使用策略,这说明场独立者具有更强的策略意识。在三大听力策略使用方面,场独立者更多地使用认知策略,场依存者更多地使用元认知策略,两者都很少使用社会/情感策略。(3)学生认知风格和听力策略之间具有显著的相关关系。认知策略和场独立认知风格之间有着较强的相关关系,但和场依存认知风格之间有着较弱的相关关系,这可能与场独立者更多地使用认知策略有关。根据以上调查研究得出的结论,本研究将对高中英语听力教学提出以下几点意见和建议:(1)教师在教学中不仅要关注学生的学,也要关注学生间的个体差异,如性别、认知风格、学习策略等。另外,教师不仅要培养学生的策略意识,也要教授学生使用策略的方法。(2)学生不仅要清楚自己的认知风格,也要了解认知风格的特点。学生要根据自己认知风格的特点,选择适合自己的听力策略,从而用来指导自己的听力学习、提高听力学习效率并达到提高听力水平的目的。(3)教师要加强学生使用社会/情感策略的意识,并促使学生积极使用该策略。因为它能够有效地调节学生的情绪情感,降低学生听前、听中的焦虑感和紧张感,使学生在轻松愉快的氛围中完成听力任务。
[Abstract]:Listening is an essential basic skill in English learning.Especially for high school students, it is very important to improve English listening comprehension.Listening comprehension is not a negative, passive process, but a positive, active cognitive process.Different students have different cognitive styles. Cognitive styles affect the choice of listening strategies, and the listening strategies they use will have an impact on their English listening performance.This paper attempts to reveal the cognitive style of field independence / field dependence by means of inlaid graph test, listening strategy questionnaire and listening test.The relationship between listening strategies and listening achievement.The main conclusions are as follows: 1) there is a significant correlation between cognitive style and listening achievement.Specifically, there is a strong correlation between field independence and listening achievement, while there is a weak correlation between field dependent and listening achievement.In the aspect of listening achievement, the listening achievement of field independent is generally higher than that of field dependant.In the use of the three major listening strategies, the field independent used more cognitive strategies, the field dependents used more metacognitive strategies.There is a significant correlation between cognitive style and listening strategies.There is a strong correlation between cognitive strategies and field-independent cognitive styles, but a weak correlation with field-dependent cognitive styles, which may be related to the use of cognitive strategies by field-independent people.Based on the conclusions of the above research, this study will put forward the following suggestions and suggestions for senior English listening teaching: (1) in teaching, teachers should pay attention not only to students' learning, but also to individual differences, such as gender, cognitive style, etc.Learning strategies, etc.In addition, teachers should not only cultivate students' strategic awareness, but also teach students how to use strategies.) students should not only know their own cognitive style, but also understand the characteristics of cognitive style.According to the characteristics of their cognitive style, students should choose appropriate listening strategies to guide their listening learning.Teachers should strengthen students' awareness of using social / affective strategies and encourage students to use the strategies actively.Because it can effectively regulate students' emotion and emotion, reduce students' anxiety and tension before and during listening, and enable students to complete listening tasks in a relaxed and pleasant atmosphere.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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