基于网络的英语口语学习策略研究.doc

摘 要本文先从论述学习策略理论、英语口语的特征以及影响英语口语学习策略使用的因素入手，通过对浙江科技学院非英语专业学生进行的基于网络的英语口语学习策略使用的问卷调查，研究发现网络环境下学习者使用口语学习策略的频率比较低，其中元认知、补偿和认知等6个不同策略的使用频率也不同，并且发现口语学习策略的使用与不同学习者自身的因素有密切的关系。本文最后结合调查结果指出网络环境下学习者口语学习策略的使用对英语口语的提升有一定的帮助。关键词：英语口语；学习策略；网络ABSTRACTThis paper starts from the theories of speaking learning strategies, the characters of oral English and factors of influencing the use of speaking learning strategies. By questionnaire survey on the use of web-based speaking learning strategies of students of non-English major in ZUST, the study finds that the frequency of the use of speaking learning strategies is low in the web environment. And the frequency of using meta-cognitive strategies, compensation strategies, cognitive strategies and any other strategies are different from each other. Moreover, it is also found that the use of speaking learning strategies is related to learners factors closely. At last, by combining the questionnaire results, this paper will point out that the use of speaking learning strategies under the web environment is somewhat useful to the improvement of oral English.Key words：English speaking; learning strategy; web; 中国最大的论文知识平台Contents1. Introduction11.1 Background of this study11.2 The current situation in oral English learning of non-English major students11.3 Overview of the development of web-based study at home21.4 The significance of the study22. Literature Review42.1 Definition of learning strategies42.2 Classification of learning strategies52.3 Studies on speaking learning strategies62.4 Factors of influencing the choice of speaking learning strategies83. The methodology103.1 The subjects103.2 Instruments103.3 Data collection113.4 Data analysis114. Results and discussion164.1 Frequency of the use of speaking learning strategies164.2 Frequency of the use of different speaking learning strategies.164.3 Differences in the use of speaking learning strategies by speakers with different factors175. Conclusion19Acknowledgements20References21Appendices231. IntroductionIn this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.1.1 Background of this studyWith the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. 1105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced peoples life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.1.2 The current situation in oral English learning of non-English major studentsIn China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative. According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.1.3 Overview of the development of web-based study at homeWith the rapid development of computer science and technology and the prevalence of networks, peoples life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on peoples daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making friends from other countries online, etc.Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the students critical thinking and analytical skills. 22451.4 The significance of the study With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in peoples mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.Whats more, the Internet and computer science has played a more and more important role in peoples life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.2. Literature ReviewIn this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.2.1 Definition of learning strategiesIn most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” 3154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learners encoding process. 474 While, Chamot holds her idea that learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area information. 576 Rubin thinks that learning strategies are strategies which contribute to the development of the language system which the learner constructs and affects learning directly.” 6156 Oxford believes that language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable. 724 Besides, Ellis defines that strategies can be defined as production sets that exist as declarative knowledge and are used to solve some learning problems. 854 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work. In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 967 In 1998, Cohen makes a further definition that “Language learning and language use strategies can be defined as those processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information out that language.” 1078In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language to incorporate these into ones interlanguage competence.” 1165-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.” 1257-582.2 Classification of learning strategies2.2.1 Classification of learning strategies abroad Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:In the classification of OMalley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. 13155 OMalley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of OMalley and Chamots classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. 1454-55 1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.The classification by Oxford has been widely used and accepted.Cohen, in his work Strategies in Learning and Using a Second Language divided learners strategies into two types: language learning strategies and language using strategies. 15124 Cohens classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.2.2.2 Classification of learning strategies in ChinaAs we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. 1656Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learners viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating ones progress, measuring and modulating ones affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. 17542.3 Studies on speaking learning strategies2.3.1 Nature of oral English Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar. Also, we can find that oral English is always much up-dated and could express speakers ideals by tones of voice, intonation and stress.The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moments distraction. 18852.3.2 Studies on speaking learning strategies abroadWith the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonughs review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps: 1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process. Through employing the methodology of interpreting transcripts of learners language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. 1978-79The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.OMalley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. 2065 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group. Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 2145 In the third study of speaking strategies，an experimental group of Hungarian high-school students was trained on three communication strategies: topic avoidance and replacement，circumlocution，and using fillers and hesitation devices，all of which belong to sp