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感知学习风格与英语学习自主性的相关性研究

作　者: 王芳青
导　师: 周晓玲
学　校: 广西师范大学
专　业: 课程与教学论
关键词: 感知学习风格英语学习自主性非英语专业本科生相关性
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 108次
引　用: 0次
阅　读: 论文下载

内容摘要

随着我国外语教学研究重心从研究教师如何教到研究学习者如何学,以及我国《大学英语课程教学要求》中对教育目标的重新定位,重视学习者个体差异的自主性学习逐渐备受关注,使英语教学朝着培养学生学习能力方向发展。因此,研究学习者的风格差异对促进教师实施因材施教和学生培养自主学习能力都具有一定的现实意义。本文旨在对非英语专业学生的感知学习风格倾向与英语学习自主性进行调查,探讨二者间是否存在相关性,以期为促进大学英语教学提供参考建议。本文将具体从以下三个问题进行深入研究：1、非英语专业本科生感知学习风格主要有哪些?2、非英语专业本科生英语自主性学习整体情况如何?3、非英语专业本科生感知学习风格与英语自主性学习是否存在相关性?如果相关,如何相关?笔者采用了Roy Reid (1987)设计的“感知学习风格偏爱调查表”和徐锦芬(2004)的“非英语专业本科生自主性英语学习能力”两份问卷,以访谈为辅助研究,调查对象为广西师范大学2009级的165名非英语专业大学生,借助SPSS13.0对所收集数据整理分析。研究结果显示：1、非英语专业本科生多偏爱触觉学习风格,不喜欢小组型风格；2、学生自主学习能力较好,但少数学生对自主学习的意识有待提高；3、感知学习风格和自主学习间存在较强的相关性,仅有小组学习风格与自主学习相关性较低。基于以上研究,本文作者对非英语专业大学英语教学提出了几点可操作性的建议：1、应改变传统的以教师为中心的教学理念,教师应充当学生学习的引导者,将学习的主动权交给学生；2、营造舒适和谐友好的课堂气氛,培养学生学习的积极主动性,提高对英语学习的兴趣和激情；3、确定并尊重学生学习风格的多样性,运用多种形式的教学活动,采用各种教学风格与学生学习风格相匹配；4、培养学生自主学习意识。此外,针对非英语专业本科生英语学习建议如下：1、转变传统被动的学习观念；2、充分了解自己学习风格倾向及其对英语学习的影响；3、培养自主学习能力,提高学习效率。

全文目录

中文摘要  3-4
Abstract  4-9
Chapter 1 Introduction  9-12
  1.1 Origin of Research  9-10
    1.1.1 Objectives of College English Teaching  9
    1.1.2 Characteristics of College English Teaching  9-10
    1.1.3 Achievements in Researching Learning Styles  10
  1.2 Purposes and Significance of Present Research  10-11
    1.2.1 Purposes of Present Research  10
    1.2.2 Significance of This Research  10-11
  1.3 Framework of Thesis  11-12
Chapter 2 Literature Review  12-21
  2.1 Theoretical Rationale  12-13
    2.1.1 Humanism  12
    2.1.2 Constructivism  12-13
  2.2 Definition and Description of Perceptual Learning Styles Preference  13-16
    2.2.1 Definition of Learning Styles  13-14
    2.2.2 Classifications of Learning Styles  14-15
    2.2.3 Definition of Perceptual Learning Styles Preference  15
    2.2.4 Classifications of Perceptual Learning Styles Preference  15-16
  2.3 Learner Autonomy  16-18
    2.3.1 Definition of Learner Autonomy  16-17
    2.3.2 Contents of Autonomous Learning  17-18
  2.4 Current Researches on the Relationships Between PLSP and LA at Home and Abroad  18-21
    2.4.1 Current Researches on PLSP at Home  18
    2.4.2 Current Researches on the Relationships Between PLSP and LA at Home  18-19
    2.4.3 Current Researches on PLSP Abroad  19
    2.4.4 Current Researches on Relationships Between PLSP and LAAbroad  19-21
Chapter 3 Methodology  21-25
  3.1 Subjects  21
  3.2 Instruments  21-23
    3.2.1 Questionnaire  21-23
      3.2.1.1 Perceptual Learning Styles Preference Questionnaire  21-22
      3.2.1.2 Autonomous Learning Questionnaire  22-23
    3.2.2 Interviews  23
  3.3 Data  23-25
    3.3.1 Data Collection  23-24
    3.3.2 Data Analysis  24-25
      3.3.2.1 Quantitative Data Analysis  24
      3.3.2.2 Qualitative Data Analysis  24-25
Chapter 4 Results, Findings and Analysis  25-49
  4.1 An Overall View on PLSP of Non-English Major Undergraduates  25-33
    4.1.1 Further Analysis on PLSP of NEMU  26-32
      4.1.1.1 Preference 1: Tactile Style  26-27
      4.1.1.2 Preference 2: Kinesthetic Style  27-28
      4.1.1.3 Preference 3: Auditory Style  28-29
      4.1.1.4 Preference 4: Individual Style  29-30
      4.1.1.5 Preference 5: Visual Style  30-31
      4.1.1.6 Preference 6: Group Style  31-32
    4.1.2 Findings from Corresponding Interviews on PLSP  32-33
  4.2 An Overview on LA of Non-English Major Undergraduates  33-43
    4.2.1 Students' Performance in Aspects of LA in Questionnaire  35-41
      4.2.1.1 Students' Ability of Identifying What Has Been Taught in Class  35-36
      4.2.1.2 Students' Ability of Formulating Appropriate Learning Objectives and Plans  36-37
      4.2.1.3 Students' Ability of Selecting and Implementing Learning Strategies  37-38
      4.2.1.4 Students' Ability of Monitoring the Use of Learning Strategies  38-39
      4.2.1.5 Students' Ability of Monitoring and Evaluating Process of English Learning  39-41
    4.2.2 Findings from Corresponding Interviews on LA  41-43
  4.3 Correlation Between Perceptual Learning Styles Preference and Learner Autonomy  43-49
    4.3.1 Correlation Between TS and LA  43-44
    4.3.2 Correlation Between IS and LA  44-45
    4.3.3 Correlation Between KS and LA  45
    4.3.4 Correlation Between AS and LA  45-46
    4.3.5 Correlation Between VS and LA  46-47
    4.3.6 Correlation Between GS and LA  47
    4.3.7 Findings from Corresponding Interviews on the PLSP and LA  47-49
Chapter 5 Implications  49-57
  5.1 Major Findings of Present Study  49-50
  5.2 Pedagogical Implications  50-57
    5.2.1 Pedagogical Implications for College English Teachers  50-53
      5.2.1.1 Converting Teachers' Roles  50
      5.2.1.2 Paying More Attention to Students' Various PLSP  50-52
      5.2.1.3 Developing Students' Autonomous Learning Awareness  52-53
      5.2.1.4 Providing Students a Favorable Classroom Environment  53
    5.2.2 Pedagogical Implications for Non-English Major Undergraduates  53-57
      5.2.2.1 Altering Learners' Learning Notions  53-54
      5.2.2.2 Clarifying Your Own PLSP  54-56
      5.2.2.3 Promoting Learners' Learning Capacity  56-57
Chapter 6 Conclusion  57-60
  6.1 Summary of Present Study  57-58
  6.2 Limitations of Present Study  58
  6.3 Suggestions for Future Study  58-60
Bibliography  60-63
Appendices  63-69
  Appendix A  63-65
  Appendix B  65-68
  Appendix C  68-69
Abbreviations  69-70
List of Tables  70-71
Publications during the Postgraduate Program  71-72
Acknowledgements  72-73

感知学习风格与英语学习自主性的相关性研究

内容摘要

全文目录

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