中国英语学生之学习对策培训探讨

本论文讨论是否有必要在我国高校英语专业学生中开展语言学习策略培训,假如有必要的话,又该如何开展此类培训。论文包括了两项研究:第一项研究我国英语专业学生在学习英语时是否存在语言学习策略运用方面的困难和问题,从而确定是否有必要在此类学生中开展语言学习策略的培训;第二项研究以英语专业四级考试(TestforEnglishMajors,GradeFour)为依据,探究考试高分组和低分组两组学生在语言学习策略运用方面的差异,从而寻找对于高分组学天生|教育论文网|功的英语学习起关键作用的语言学习策略。本论文共分七章。第一章先容了本研究的背景,包括我国高校英语专业教育的概况和英语专业四级考试的基本情况,在此基础上提出了研究目的和预期的研究成果。第二章回顾和评述了国外语言学习策略和语言学习策略培训领域的相关文献,综合先容并分析了其中主要的十二个“语言学习策略”定义和五种语言学习策略分类法,从而为本文的研究定位。第三章先容了在开展语言学习策略研究时最常采用的研究方法,在此基础上,提出了本研究的研究问题,并确定了研究方法。第四章先容了第一项研究的具体内容。为了了解一年级英语专业学生是否能够有效运用语言学习策略及他们对于语言学习策略培训的态度,上海外国语大学的125名学生参加了该项研究的问卷调查。研究结果表明:有必要在英语专业学生中开展语言学习策略培训。第五章先容了第二项研究的具体内容。根据专业英语四级考试的成绩,23名学生回答了RebeccaOxford编制的StrategyInventoryforLanguageLearning【关键词】：
【论文提纲】：Acknowledgement3-5Abstract5-10TableofContent10-14ListofTable14-15ListofChart15-16CHAPTER1BACKGROUND16-241.1Introduction16-171.2EnglishEducationfortheChineseEnglishMajors17-181.3TheTestforEnglishMajors,GradeFour18-201.4ThePresentStudy201.5StudyObjectivesandExpectedOutcome20-211.6OutlineoftheDissertation21-231.7Conclusion23-24CHAPTER2LITERATUREREVIEW24-432.1Introduction24-252.2DefinitionandCharacteristicsofLanguageLearningStrategies25-282.3TaxonomiesofLanguageLearningStrategies28-392.3.1Rubin(1975,1981)’sLanguageLearningStrategyClassificationSystem29-302.3.2Stern(1975,1983)’sLanguageLearningStrategyClassificationSystem30-312.3.3Oxford(1990)’sLanguageLearningStrategyClassificationSystem31-322.3.4O’MalleyandChamot(1990)’sLanguageLearningStrategyClassificationSystem32-352.3.5CohenandDornyei(2002)’sLanguageLearningStrategyClassification35-392.4ResearchonLanguageLearningStrategyInstruction39-412.5Conclusion41-43CHAPTER3RESEARCHMETHODOLOGY43-503.1Introduction433.2MethodsinLanguageLearningStrategiesResearch43-473.2.1ClassroomObservations443.2.2Interviews44-453.2.3Questionnaires45-463.2.4ThinkAloud46-473.2.5DiaryStudies473.3ResearchQuestionsandMethodsofthePresentStudy47-483.4Conclusion48-50CHAPTER4ENGLISHMAJORSTUDENTSANDLANGAUGELEARNINGSTRATEGYINSTRUCTION:NEEDSANALYSIS50-734.1Introduction50-514.2PurposeoftheResearch514.3ResearchQuestions51-524.4Methods52-584.4.1SubjectSelection52-564.4.2QuestionnaireDesign56-574.4.3DataCollectionandProcessing57-584.5FindingsandDiscussion58-714.6Conclusion71-73CHAPTER5GOODANDPOORENGLISHMAJORSTUDENTSANDTHEIRDIFFERENCEINSTRATEGYUSE73-905.1Introduction735.2PurposeoftheResearch73-745.3ResearchQuestions74-755.4Methods75-815.4.1SubjectSelection75-765.4.2ApplicationofOxford’sSILL(1990)76-775.4.3DataCollectingandProcessing77-815.5FindingsandDiscussion81-885.6Conclusion88-90CHAPTER6LANGUAGELEARNINGSTRATEGYINSTRUCTIONWITHENGLISHMAJORS:APROPOSAL90-1096.1Introduction90-916.2LanguageLearningStrategyInstructionWithEnglishMajors:AProposal91-1066.2.1Objectives92-936.2.2Principles93-956.2.3APedagogicalPlan95-1066.ossibleProblemsandSuggestedSolutions106-1086.4Conclusion108-109CHAPTER7SUMMARY109-1187.1Introduction1097.2FindingsofthePresentStudy109-1127.2.1FindingsoftheFirstResearch110-1117.2.2FindingsoftheSecondResearch111-1127.3ContributionsofthePresentStudy112-1147.4LimitationsofthePresentStudy114-1157.5ProposalorFutureStudies115-1167.6Conclusion116-118BIBLIOGRAPHY118-128APPENDIX1QUESTIONNAIRE128-131APPENDIX2TESTPAPEROFTEM-4(2004)131-159APPENDIX3OXFORD’SSILL(1990)159-162APPENDIX4NOTICE162