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长沙卫校护理专业学生英语学习策略应用研究

作　者: 常念
导　师: 唐燕玲
学　校: 湖南师范大学
专　业: 英语
关键词: 护理专业学生英语学习策略元认知策略认知策略
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 32次
引　用: 0次
阅　读: 论文下载

内容摘要

本文主要通过对长沙卫校护理专业学生在英语学习过程中的学习策略应用情况的调查,分析他们善于使用哪些策略、缺少或不能充分利用哪些策略,并就英语学习策略和学习成绩之间的相关性进行分析和讨论。前人的大多数研究都是以英语专业学生为研究对象,但是实际上在大学中大多数学生为非英语专业学生,比如护理专业学生。对于他们的调查尤为必要,提高他们对语言学习策略的认识并学会运用已迫在眉睫。在前人研究成果的基础上,本文通过实地听课观察、问卷调查、师生访谈以及对两次测试成绩的分析,对长沙卫校护理专业学生在英语学习过程中的学习策略应用情况进行了研究,并得出了以下结果：1.总的说来,护理专业学生更善于使用认知策略的学位论文">元认知策略和社会／情感策略,但是他们不善于使用认知策略。护理专业学生使用补偿策略和认知策略的频率基本持平；2.大致上一年级护理专业学生使用英语学习策略频率较低。通过教师一年的指导,他们的学习策略使用频率大幅提高；3.本研究显示,护理专业学生英语学习策略的应用与他们的英语学习成绩呈正相关；4.护理专业学生普遍内向、羞怯,并且对策略的应用不太灵活,缺乏创新,但他们刻苦、学习动机强。上述研究结果表明：英语语言本身的知识及学习策略方面的知识在教与学当中同等重要。因此,教师应当培养护理专业学生优化学习策略的意识,并在平常的教学中重视英语学习策略方面的指导和训练,帮助他们获得良好的学习策略。教师在平常的教学中要充分考虑护理专业学生特殊的背景及个体因素,尽量多组织师生互动活动,让他们有机会参与到活动中去。此外还应该对他们多加鼓励。最后要说明的是,尽管学习策略有助于提高学习效率,但它毕竟不是万能的,它最终还是不能取代语言学习本身。只有在自身努力的基础上,并注重语言学习策略的使用,英语学习才能获得成功。教师在向学生说明学习策略的重要性及进行策略训练时要正确引导,以防学生形成走捷径的心理。

全文目录

Abstract  4-7
摘要  7-14
LIST OF TABLES  14-15
LIST OF FIGURES  15-16
Introduction  16-26
  0.1 Introduction to the Study  16-17
  0.2 Definitions of Terms  17-18
  0.3 Statement of the Problems  18-20
    0.3.1 The Special Background of Nursing Majors  18-19
    0.3.2 The Present Situation of English Language Teaching For the Nursing Majors in Changsha Health School  19-20
  0.4 Rationale of the Study  20-22
  0.5 Objectives of the Study  22-23
  0.6 Research Hypotheses  23
  0.7 Significance of the Study  23-24
  0.8 Organization of the Study  24-26
Chapter One Literature Review  26-42
  1.1 Definitions of Learning Strategies  27-29
  1.2 Categories of Language Learning Strategies(LLS)  29-35
  1.3 Approaches Used in Language Learning Strategy Research  35-37
  1.4 Good Language Learner Studies  37-40
  Summary  40-42
Chapter Two Application of English Learning Strategies to Teaching Practice  42-52
  2.1 Reasons for Nursing Majors to Learn English in China  42-44
  2.2 Application of LLS of Nursing Majors in Changsha Health School  44-47
    2.2.1 Background of Changsha Health School and Nursing Majors  44-45
    2.2.2 The Ways of Nursing Majors in Changsha Health School Using LLS  45-47
  2.3 The Training of LLS Given by Teachers in Changsha Health School  47-51
    2.3.1 Main Factors that Influence the Nursing Majors' Mastering of LLS  47-48
    2.3.2 Teachers' Preparation before Training  48-50
    2.3.3 Nursing Majors' LLS Training in the Classroom  50-51
  Summary  51-52
Chapter Three Methodology  52-64
  3.1 Specific Research Questions  52-53
  3.2 Participants  53-54
  3.3 Sampling  54-55
  3.4 Instruments  55-58
    3.4.1 Questionnaire  55-57
    3.4.2 Interviews  57-58
    3.4.3 English Scores of Two Tests  58
    3.4.4 Classroom Observations  58
  3.5 Data Collection Procedures  58-60
    3.5.1 Pilot Study  59
    3.5.2 Interviews  59-60
  3.6 Data Analysis  60-62
    3.6.1 Validity of the Data  60
    3.6.2 Quantitative Analysis of the Data  60-62
    3.6.3 Qualitative Analysis of the Data  62
  Summary  62-64
Chapter Four Results and Findings  64-80
  4.1 General Analysis of Language Learning Strategies  64-65
  4.2 The Comparison of the Results of the Students' Mock Examinations of PET 3 before and after the Research  65-66
  4.3 Results and Findings after A Year's Learning Strategy Training  66-75
    4.3.1 Category Analysis of Language Learning Strategies  66-69
    4.3.2 Mean score and standard deviation of strategy categories  69-70
    4.3.3 Correlation Analysis of Strategy Categories  70-71
    4.3.4 Cognitive Basis and Grade Differences on Strategy Categories  71-73
    4.3.5 The Study of Language Learning Strategies of the Same Students in Different Grades  73-75
  4.4 The Analysis of the Results  75-76
    4.4.1 The Differences in Applying the Learning Strategies  75-76
    4.4.2 The Similarities in Applying the Learning Strategies  76
  4.5 Results and Discussions about the Qualitative Research  76-79
    4.5.1 Results of Individual Interviews for Teachers  77
    4.5.2 Results of Individual Interviews for Students  77-78
    4.5.3 Summary of Difficulties in Learning  78
    4.5.4 Findings and Discussions  78-79
  Summary  79-80
Conclusion  80-88
  5.1 Major Findings from the Current Study  80-82
    5.1.1 Findings on the Strategy Application of the Nursing Majors  80-81
    5.1.2 Findings on the Correlation between the Nursing Majors' Strategy Application and Their Learning Results  81-82
    5.1.3 Findings on the Nursing Majors' Difficulties in English Learning  82
  5.2 Implications  82-85
    5.2.1 Theoretical Implications  82-83
    5.2.2 Methodological Implications  83
    5.2.3 Pedagogical Implications  83-85
  5.3 Limitations of the Study and Suggestions for Future Researches  85-88
Bibliography  88-94
Appendix 1  94-101
Appendix 2  101-107
Appendix 3 Individual interviews for students  107-109
Appendix 4:Individual interviews for teachers  109-110
Acknowledgements  110-112
Statement of Authorship  112-114

长沙卫校护理专业学生英语学习策略应用研究

内容摘要

全文目录

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