高中生感知学习风格与词汇学习策略关系的研究

发布时间：2018-07-03 01:12

本文选题：感知学习风格 + 词汇学习策略　；参考：《曲阜师范大学》2016年硕士论文

【摘要】：以学生为中心的教学使得人们更加关注学生的个体差异,学习风格与学习策略成了研究者及教育者关注的重点。另外,根据《普通高中英语课程标准》的要求,高中生需要掌握2400-2500个单词以及300-400个习惯用语或固定搭配。虽然词汇是英语学习的重要环节,但是对大多数高中生而言,词汇仍是英语学习的难点。研究表明决定词汇学习成功的关键是使用适合自己学习的词汇学习策略而不是策略使用的频率和数量。所以,帮助学生找到适合自己学习风格的词汇学习策略是提高学生词汇学习效率的关键。然而,对于学习风格与学习策略二者之间关系的研究大部分都是以大学生为研究对象,针对高中生的研究很少。因此,本研究着重调查高中生感知学习风格与词汇学习策略使用的特点,并进一步探讨二者之间的关系,以提高高中生词汇学习效率。本研究对山东省济宁市某高中一年级200名学生进行了问卷调查,共使用两个问卷,词汇学习策略问卷和Reid(1984)感知学习风格问卷。词汇学习策略问卷在O’Malley和Chamot学习策略分类的基础上增加了资源策略,并参照Gu和Johnson(1996)以及李宋昊(2003)的词汇学习策略问卷改编而成。本研究运用SPSS软件对问卷数据进行统计分析,有如下发现:(1)高中生有多种学习风格倾向,最倾向于触觉型学习风格,其次为视觉型、个人型、听觉型、动觉型,最不喜欢小组型学习风格。(2)高中生词汇学习策略使用的总体水平偏低,最常使用认知策略,其余依次为元认知策略、社会/情感策略以及资源策略。(3)高中生感知学习风格与词汇学习策略之间存在相关性,视觉型学习风格与认知策略之间存在显著正相关;听觉型学习风格与认知以及元认知策略之间存在显著正相关;触觉型学习风格与认知策略以及社会/情感策略存在显著正相关;小组型和动觉型与社会/情感策略存在显著正相关。本研究的结果对于高中词汇教学具有重要启示。教师可以根据学生的学习风格调整自己的教学风格,采用多种教学方式满足不同学习风格学生的需要。另外,教师应该在学生了解自己的学习风格的基础上,进一步引导学生使用与个人学习风格相适应的词汇学习策略,提高词汇学习效率。
[Abstract]:The student-centered teaching makes people pay more attention to the individual differences of students, and learning style and learning strategies have become the focus of attention of researchers and educators. In addition, according to the English Curriculum Standard of General High School, senior high school students need to master 2400-2500 words and 300-400 idioms or fixed collocations. Although vocabulary is an important part of English learning, for most high school students, vocabulary is still a difficult part of English learning. The study shows that the key to the success of vocabulary learning lies in the use of vocabulary learning strategies suitable for their own learning rather than the frequency and number of strategies used. Therefore, to help students find suitable vocabulary learning strategies is the key to improve their vocabulary learning efficiency. However, most of the studies on the relationship between learning style and learning strategies are focused on college students, but few on high school students. Therefore, this study focuses on the characteristics of perceived learning style and vocabulary learning strategies of senior high school students, and further discusses the relationship between them in order to improve the efficiency of senior high school students' vocabulary learning. This study conducted a questionnaire survey on 200 first-year students in a senior high school in Jining, Shandong Province, using two questionnaires: vocabulary learning strategy questionnaire and Reid (1984) perceived learning style questionnaire. The vocabulary learning strategy questionnaire is based on the classification of learning strategies by Ohn Malley and Chamot, and is adapted from Gu and Johnson (1996) and Li Song Hao (2003). In this study, SPSS software was used to analyze the questionnaire data as follows: (1) Senior high school students have a variety of learning style tendencies, most inclined to tactile learning style, followed by visual type, individual type, auditory type, kinesthetic type. (2) the overall level of vocabulary learning strategies used by senior high school students is low, cognitive strategies are most frequently used, and the rest are metacognitive strategies. Social / affective strategies and resource strategies. (3) there is a significant correlation between perceived learning styles and vocabulary learning strategies, and a significant positive correlation between visual learning styles and cognitive strategies; There were significant positive correlations between auditory learning style and cognitive and metacognitive strategies, tactile learning styles with cognitive strategies and social / affective strategies. Group type and kinesthetic type were significantly positively correlated with social / affective strategies. The results of this study have important implications for senior high school vocabulary teaching. Teachers can adjust their teaching styles according to their learning styles and adopt various teaching methods to meet the needs of students with different learning styles. In addition, teachers should further guide students to use vocabulary learning strategies adapted to their personal learning styles on the basis of students' understanding of their own learning styles, so as to improve the efficiency of vocabulary learning.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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