学习风格与英语课堂任务联系探讨

学习者是具有个体差异的,在教与学的过程中,承认并尊重这种差异将能更好地促进学习者的学习。本文根据这样的思路,假设不同学习风格的学生对英语课堂学习任务的爱好有差异并具有明显不同的偏好。当学生对任务的偏好与教学任务相匹配时将对他的学习有所助益。本研究通过对105位学生的感知学习风格和对任务的爱好进行了调查,并收集了受调查学生3次以上的高等学校英语应用能力考试模拟考试的成绩。通过对采集的数据进行描述和统计分析后发现;1)学生的学习风格与他们对任务的爱好没有明显的相关(通过品质相关分析得出:列联系数=0.138,Sig.=0.8940.05);2)学生对任务的爱好与任务本身的类型相关明显(通过品质相关分析得出:列联系数=0.178,Sig.=0.0010.05);3)当学生对任务的爱好与课堂教学任务相匹配时对他们的PETFC(高等学校英语应用能力考试)考试成绩有明显影响(通过单一样本t检验得出t=2.936,P=0.0050.05)。本文的研究结果对目条件|教育论文网|倡以学习者为中心、并逐渐从传统的英语教学方法向融合交际教学法、任务教学法等综合性的课堂教学来说有以下积极的指导意义:1)对教师在决定采用何种课堂教学任务时具有参考意义;2)对学生积极介入课堂学习任务有指导意义;3)让师生双方在共同商议课堂教学方案时具有积极的指导意义。【关键词】：感知学习风格任务任务类型
【论文提纲】：Abstract5-6摘要6-7Contents7-10Chapter1Introduction10-141.1ResearchBackground10-111.2ResearchSignificanceandObjectives11-121.3ResearchQuestions121.4OrganizationoftheThesis12-14Chapter2LiteratureReview14-352.1TasksandLanguageTeachingMethodology14-172.1.1TasksandTraditionalLanguageTeaching14-152.1.2TasksandCommunicativeLanguageTeaching15-172.1.3TasksinChineseEFLClassroomToday.172.2NotionofTask17-272.2.1DefinitionofTask18-192.2.2ClassificationofTask19-252.2.3TheMainStudiesandFindingsConcerningTasks25-272.3NotionofLearningStyle27-312.3.1DefinitionofLearningStyle282.3.2CategoriesofLanguageLearningStyles28-302.3.3MainStudiesConcerningLearningStylesinSLA30-312.4TheoreticalFramework31-35Chapter3MethodologyandProcedure35-413.1HypotheseorthePresentStudy35-363.2Participants363.3Measurements36-383.4DesignandProcedure38-413.4.1DataCollection393.4.2DataAnalysis39-41Chapter4ResultsandDiscussion41-584.1Introduction414.2Results41-514.2.1ResultsofLearningStyleInventory41-424.2.2.ResultsoftheTaskPreferenceQuestionnaire42-464.2.3CorrelationStudyResult46-494.2.4ResultoftheOneSampleTTest49-514.3Discussion51-584.3.1LearningStylesandTasksPreferences51-544.3.2CorrelationbetweenTasksPreferencesandTaskTypes54-554.3.3TheMatchofStudents’PreferenceorTaskswithTeachers’SelectionofActivitiesinClass55-58Chapter5Conclusions58-655.1MajorFindingsofthePresentStudy58-595.2PedagogicalImplicationsandSuggestions59-635.2.1PerceptualLearningStyle59-605.2.2TasksPreferences60-615.2.3MatchandMiatchProblembetweenStudentsandTeachersintheEFLClass61-625.2.4SuggestedTeachingStrategies62-635.3LimitationsofthePresentStudyandSuggestionorFutureResearch63-655.3.1LimitationsofthePresentStudy63-645.3.2SuggestionorFutureResearch64-65Bibliography65-73AppendixI73-75AppendixII75-80AppendixIII80-91