英语本科毕业设计论文.doc

西北工业大学明德学院本科毕业设计论文Table of ContentsAcknowledgementsAbstract摘 要Chapter Introduction1ChapterLiterature Review32.1 Definition of language learning strategies42.2 Characteristics of language learning strategies52.3 Classification of language learning strategies62.4 Oxford study on language learning strategies8Chapter Methodology93.1 Subjects93.2 Instruments10Chapter Data Analysis124.1 General application of indirect learning strategies among English majors124.2 Specific application of each strategy among English majors15Chapter Conclusion195.1 Summary of major findings in the study205.2 Suggestions21Bibliography22Appendix:24毕业论文小结27AcknowledgementsThe fulfillment of this thesis involves many peoples efforts and assistances. Firstly I owe a great debt of gratitude to my supervisor, Mr. Shi Xiaoliang, who has constantly guided me during the course of my writing. He has offered many useful suggestions during finishing the thesis. Without his guidance, Valuable comments at critical stages, the thesis would not have bee completed smoothly.I am also sincerely grateful to the faulty of English department of NWPU Ming De College, especially Pro. Xin Ke, Prof. Liu Chongmao, Prof. Tian Pengsen, Miss. Gao Jun, Miss. Wang Qian, etc. They all have given me valued lessons and lectures as well as confidence during the four years college study.I would also like to thank my classmates and these participators in the experiment and survey for their help, support as well as cooperationAbstractNowadays, our world has entered an era of information explosion ，what students learn in school today may be out of date when they leave school. So their learning strategies and abilities appear more important than anything else in building up lifelong and autonomous learners. The thesis aims to investigate the general application of indirect learning strategies among English majors by means of questionnaires on the basis of Oxfords learning strategies. It attempts to find out which strategies and to what extent are frequently used by English majors. The research adopts Oxfords SILL and has been conducted among 60 English majors from the third year in NWPU Ming De College. The findings are concluded as follows: All English majors are using indirect learning strategies, but the overall application is not good and their using frequency is at the medium level. Furthermore, the most frequently used indirect learning strategies among English majors are meta-cognitive strategies, followed by affective strategies and the last one is social strategies. According to the results, the thesis put forward several suggestions: schools should conduct some lectures to train students on the effective utilization of learning strategies; teachers should guide students to attach more importance to learning strategies; students should try their best to find every possible methods to learn language and persist in them consciously. KEY WORDS: Oxfords learning strategies; indirect learning strategies; meta-cognitive strategies; social strategies; affective strategies28西北工业大学明德学院本科论文摘 要身处在这个信息爆炸的社会中，学生今日在学校中学习的知识明日就有可能不再适用，因而要想成为一名自主学习者，学习策略与学习能力的培养便显得越来越重要。本文以Oxford对语言学习策略的研究为基础，采用Oxford的学习策略测量表（SILL）对西北工业大学明德学院英语专业大三学生进行了间接学习策略水平现状的问卷调查，旨在了解英语专业学生简介学习策略的使用情况。本研究。结果表明：英语专业学生普遍都使用间接学习策略，但是总体使用频率居中等水平；英语专业学生使用频率最高的间接学习策略是元认知策略，其次是情感策略，最后是社交策略。根据分析结果，本文提出几点建议：学校应开设相关讲座、课程，旨在训练学生如何有效地使用学习策略；教师应引导学生加深对学习策略重要性的认识；学生们应尽可能尝试一切语言学习方法并且有意识地坚持下去。关键词: Oxford 学习策略；间接学习策略；元认知策略；社交策略；情感策略Chapter IntroductionMany English majors in China complain that they have spent lots of time and energy on learning English, but they think the achievements are as good as they wish. For example, they cant talk with foreigners very fluently; they are hard to listen to some fast English material clearly; they cant write their resumes in English correctly even they have already passed the TEM4. In fact，language proficiency can be influenced by many factors, such as age, learning environment, intelligence etc., and language learning strategies (LLS) are one of the factors. Rubin (1981) and Stern (1975) stated that outstanding learners can use LLS to make their study more effective (Allwright,1990). According to Mading and Zhenglanqin (2008), LLS are the important sign that whether students can study well or not and the main factors to influence learning efficiency and quality. Research on LLS started from the early seventies in twenty century. Recently, more and more scholars and researchers such as Rubin (1975), Oxford (1989), Zhang (2003) have started to pay attention to LLS. So far, research on LLS has concentrated on the definition of LLS, the characteristics of LLS, the classification of LLS, the relationship between LLS and learning achievement etc. Positive impact of LLS has been confirmed by many scholars, but for different scholars, they have their own opinions on the classification and the definition of LLS.With regard to the classification of LLS, the most famous one which is regarded as the framework of the study on LLS is Oxfords classification. Oxford puts LLS into two parts, direct strategies and indirect strategies.At the present time, research on LLS mainly on defining LLS, classifying LLS and doing investigation to analyze learners overall application (Yao&Ge,2006). So far, the study of English majors leaning strategies especially indirect learning strategies relating to target language applied and which are not among students. Finally, it will explain the possible reasons as well as provide advices to teaching and learning.The research was conducted in the form of questionnaire, which was designed on the basis of the SILL designed by Oxford (1990). In order to explore students indirect learning strategies were adopted. The questionnaire contains three parts: A, B and C. There are ten questions in part A (Meta-cognitive strategies).The purpose of the questions is to center, arrange, plan and evaluate students learning. Part B (Affective strategies) involves six questions aiming to know whether students know how to lower their anxiety, encourage themselves and take their emotional temperature. Part C (Social strategies) which has seven questions, include asking questions, talking with the native speakers, cooperating with others.The findings are concluded as follows: All English majors are using indirect learning strategies, but the overall application is not good and their using frequency is at the medium level; The most frequently used indirect learning strategies among English majors are meta-cognitive strategies, followed by affective strategies and the last one is social strategies; There are seven strategies frequently applied by English majors: “I try to find how to be a better learner of English,”; “I notice my English mistakes and use that information to help me better.”etc. While for the strategy “I write down my feelings in a language learning diary” is the rarely used among English majors.The thesis aims to investigate the general application of LLS among English majors in Northwestern Polytechnic University Ming De College. It attempts to find out which strategies and to what extent are frequently used by English majors. The thesis consists of five chapters. The first chapter is the introduction. It introduces the general background of LLS. The second chapter reviews the relevant studies in this field, these are the development of LLS, the definition of LLS, the characteristics of LLS and the classification of LLS etc. The third chapter introduces the method of conducting the research. Findings and analysis are discussed in chapter four which covers the application of LLS and the detailed analysis of these strategies. The last chapter concludes the results of this study.ChapterLiterature Review The research on language learning strategies started from the early 1970s. However, certain strategies under various names such as learning skills, problem-solving skills, and learning methods have been used for thousand years to learn a wide range of subjects as well as foreign languages. This chapter reviews the relevant studies on LLS which includes definitions, characteristics，classifications of LLS, and also Oxfords study on learning strategies.2.1 Definition of language learning strategiesEarlier studies on learning strategies intermingled techniques and devices with general learner characteristics. Later studies, based largely on work done cognitive psychology, separated out the techniques and devices and began systematically to classify them into taxonomy of language learning strategies where learner characteristics were no linger emphasized. Although many scholars at different stages have already confirmed the positive impact of LLS in the second language acquisition, the concept of LLS has not reached strong consensus on what language learning strategies are, that is, different scholars based on different theories have their own opinions. In the early period, learning strategies were defined as operations employed by learners to aid the acquisition, storage, retrieval and use of information (Rigney, 1978). According to Danserear (1985), LLS are a set of process or steps (used by a learner) that can facilitate the acquisition, storage and/or utilization the information. As to Cohen (1990), he replaces with language learner strategies and divides language learner strategies into language learning strategies and language using strategies. Later, based on cognitive theory, OMalley and Chamot (2001) defines LLS as special ways that processing information that enhance comprehension learning, or retention of the information, in another word, learning strategies are the special thought or behaviors that individuals use to help them to comprehend, learn, or retain information.Due to some arguments, it is difficult to find a fixed definition on which researchers can agree, so in the year of 1999, Rod Ellis summarized the different definition of LLS based on opinions of a number of scholars as follows: according to Stern (1983), strategy is best reserved by general tendencies or overall characteristics of the approach employed by the language learner, leaving techniques as the terms to particular forms of observable learning behavior. Weistein and Mayer (1986) who defined LLS as the behaviors and thoughts that a learner engages in during learning that are intended to influence the learners encoding process. Chamot (1987) claimed that learning strategies are techniques or deliberate actions that students take in order to facilitate the learning the learning, recall of both linguistic and content area information. Rubin (1987) stated his view on the definition of LLS, which is learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly. As to Oxford (1989), he believed that language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.2.2 Characteristics of language learning strategiesAlthough the definition of LLS are defined differently, the main characteristics of LLS posses similarly. Ellis (1999) again summarized eight main characteristics in defining learning strategies: strategies refer to both general approaches and specific actions of techniques used to learn the second language (L2); strategies are problem-oriented-the learner deploys a strategy to overcome some particular learning problems; the learners are generally aware of the strategies they use and can identify what they consist of if they are asked to pay attention to what they are doing /thinking; strategies involve linguistic behavior (such as requesting the name of an object) and non-linguistic (such as pointing as an object so as to be told its name); linguistic strategies can be performed in the L1 and in the L2; some strategies are behavioral while others are mental. Thus some strategies are directly observable, while others are not; in the main, strategies contribute indirectly to learning by providing learner with data about the L2 which they can then process. However, some strategies may also contribute directly (for example, memorization strategies directed at specific lexical terms or grammatical rules; strategies use varies considerably as a result of both the kind of the learner is engaged in and individual learner preferences.Based on Elliss result of study, Oxford (1990) also summarized twelve similar but more detailed characteristics of LLS which were described as follows: contribute to the main goal, communicative and competence; allow learners to become more self-directed; expand the role of teachers; are problem-oriented; are specific actions taken by the learner; involves many aspects of the learner, not just cognitive; support learning both directly and indirectly; are not always observable; are often conscious; can be taught; are flexible; are influenced by a variety of factors.2.3 Classification of language learning strategiesSince the mid-1970s, nearly a dozen classification systems or taxonomies have been developed and used in research studies (Oxford,1992). Among them, better received systems were those of OMalley and Chamot (1990), and Oxford (1990) (cited in Ouyang,2008).OMalley and Chamot (2001) based on the information-processing model (cited in Ellis,1999), divided the language strategies into three kinds; namely, meta-cognitive strategies , cognitive strategies, and social/affective strategies. OMalley and Chamots model provided a comprehensive classification of cognitive and meta-cognitive functions and have been used in planning their teaching by man practitioners, However, this model put primary emphasis on cognitive and meta-cognitive functions, but little development on the social/affective aspect, which also played important role in students language learning (Cohen,1996).Perhaps the most comprehensive classification to learning strategies to date is that provided by Oxford (Ellis,1997). Her classification is more detailed than others and emphasizes on “the communicative nature of language”, and she designed a Strategy Inventory for Language Learning (SILL) which is an assessment tool to identify strategy preferences of language learners all over the world easily and effectively. The basic feature of her classification is to divide leaning strategies into two parts: “direct strategies” and “indirect strategies”. Direct strategies include memory strategies, cognitive strategies and compensation strategies. Indirect strategies include meta-cognitive strategies, affective strategies and social strategies. The shortage of Oxfords classification is no clear distinction between strategies directed at learning a language and those directed at using it (Ellis,1999).Besides the two major classification, Cohens (2000) classification, which has two kinds: language learning strategies and language using strategies , Sterns (1975) classification, which are: planning strategy, active strategy, formal strategy, experimental strategy, semantic strategy, practice strategy, communication strategy, monitoring strategy, and internalization strategy, etc.2.4 Oxford study on language learning strategiesAccording to Ellis, Oxfords classification is the most comprehensive classification of learning strategies. Based on the earlier classification, Oxford attempted to codify many of strategies found in the existing strategy systems, with the aim of placing these strategies into a more comprehensive typology and redressing the lack of research emphasis on social and affective strategies (Wu,2005).Based on the relationship between learning strategies and language materials, Oxford (1990) divided the learning strategies into two parts, namely, direct leaning strategies and indirect learning strategies. In Oxfords opinion, the employment of direct learning strategies involves target language directly while the employment of indirect learning strategies doesnt connect with target language directly. To be more specific, Oxford further divided the two strategies. Direct strategies include memory strategies, cognitive strategies and compensation strategies. Indirect strategies include meta-cognitive strategies, affective strategies and social strategies. Every strategy has been defined by Oxford in detail. The first one is memory strategies. They are LLS that help students to store and retrieve new information. Memory strategies include grouping or creating mental linkages; applying images and sounds; reviewing well; and employing actions. As to cognitive strategies, Oxford points out that they enable learners to understand and produce new language by a variety of different means. Summarizing and reasoning deductively are examples of cognitive strategies. Additional examples include practicing, receiving and sending messages; analyzing and reasoning; and creating structure for input and output. Compensation strategies are LLS that allow learners to use the language despite their often large gaps in knowledge and writing is included in this category. The forth one is meta-cognitive strategies which are LLS such as planning for language tasks and setting goals. They provide a mechanism for individuals to coordinate their learning process. Meta-cognitive strategies include centering your learning; arranging and planning your learning; and evaluating your learning. Affective strategies are LLS that help learners to gain control over emotions, attitudes, motivations, and values. Lowering anxiety, encouraging oneself, and taking emotional temperature are three main types of affective strategies. Speci