语言学习观念、学习对策与英语成绩联系

随着心理语言学和认知心理学的发展,语言教学的重点逐渐从老师怎么教转化为学生怎么学。学生的个体差异在二语习得的研究中受到广泛重视,而语言学习观念与语言学习策略作为学生个体差异的重要部分也越来越多的被关注和研究。研究表明,语言学习观念和策略使用对语言学习行为和结果都有重大影响。因此本文就针对这两个方面进行研究,希望为英语教学提供一些有实际意义的启示。本研究的受试是95名来自西南交大非英语专业的大三学生。研究采用的是定量研究方法。借助描述性统计、皮尔逊相关分析和独立样本T检验等统计手段,本文分析了中国英语学生的学习观念、学习策略的偏爱、学习观念与学习策略之间的关系、成绩与学习观念、学习策略间的关系、学习观念及学习策略对学习成绩的影响以及高低成绩分组间学生所有学习观念学习策略的差异。研究得出以下结果,学习观念方面,学生最偏爱形式操练观念,其次是功能观念最后是母语观念,形式操练观念与功能操练观念正相关,母语观念与两者都不相关。学生对学习策略的偏爱趋向与学习观念一致。学习观念与学习策略的各个种别分别相关。学习观念与学习策略的所有变量与学习成绩都相关。除母语观念外,高低分组学生对所测学习观念与学习策略有明显区别。学习观念中母语观念对英语成绩影响最大,为负面影响;学习策略中,形式操练策略对英语成绩影响最大,为正面。总之,本次研究对学生的学习观念及学习策略做了大致分析与解释,希望通过引导学习观念,恰当有效地使用学习策略,帮助学生取得理想的学习效果。【关键词】：学习观念学习策略英语学习成绩
【论文提纲】：摘要6-7Abstract7-11ChapteroneIntroduction11-151.1ResearchBackgroundandResearchQuestions11-131.2SignificanceoftheStudy13-141.3LayoutoftheResearch14-15ChapterTwoTheoreticalbackground15-252.1DefinitionsandCharacteristicsofLanguageLearningBeliefsandLanguageLearningStrategies15-182.1.1DefinitionsandCharacteristicsofLanguageLearningBeliefs15-162.1.2DefinitionsandCharacteristicofLanguageLearningStrategies16-182.2ClassificationofLanguageLearningBeliefsandLanguageLearningStrategies18-202.2.1ClassificationofLanguageLearningBeliefs18-192.2.2ClassificationsofLanguageLearningStrategies19-202.3EmpiricalStudiesonLanguageLearningBeliefsandLanguageLearningStrategies20-252.3.1EmpiricalStudiesonLanguageLearningBeliefs20-222.3.2EmpiricalStudiesonLanguageLeaningStrategies22-25ChapterThreeResearchMethodology25-313.1Subject253.2Instruments25-293.2.1Thequestionnaire25-263.2.2TheCET-4test26-293.3DataCollection293.4Dataanalysis29-31ChapterFourResultandDiscussions31-544.1Descriptiveanalysisofgenerallanguagelearningbeliefs31-344.2Descriptiveanalysisofgenerallanguagelearningstrategies34-364.3CorrelationAnalysisoflanguagelearningbeliefsandlanguagelearningstrategies36-444.3.1Correlationsamonggenerallanguagelearningbeliefs37-384.3.2Correlationsamonggenerallanguagelearningstrategies38-394.3.3Correlationsbetweenlanguagelearningbeliefsandlanguagelearningstrategies39-414.3.4CorrelationsbetweenEnglishachievementandlanguagelearningbeliefs41-434.3.5CorrelationsbetweenEnglishachievementandlanguagelearningstrategies43-444.4Similaritiesanddissimilaritiesinlanguagelearningbeliefsandlanguagelearningstrategiesbetweenhigh-proficiencyandlow-proficiencystudents44-494.4.1BeliefsofDifferentProficiencyGroups45-474.4.2StrategiesofDifferentProficiencyGroups47-494.5MultipleRegressionAnalyses49-544.5.1TheMostPowerfulPredictorsofEnglishAchievementAmongVariablesofLanguageLearningBeliefs49-514.5.2TheMostPowerfulPredictorsofEnglishAchievementAmongVariablesLanguageLearningStrategies51-54ChapterfiveConclusion54-595.1MajorFindings54-565.1.1GeneralDistributionoftheLanguageLearningBeliefsandStrategies54-555.1.2CorrelationsFindings55-565.1.3Briefcomparisonbetweenhigh-andlow-proficiencygroups565.1.4TheMostPowerfulPredictorsofEnglishAchievement565.2ImplicationoftheResearch56-585.3LimitationsoftheStudy58-59Acknowledgement59-60Bibliography60-64Appendix64-66攻读硕士学位期间发表的论文及科研成果66