（课程与教学论专业论文）安徽农村初中学生英语学习策略调查.pdf

iv 安徽农村初中学生英语学习策略调查安徽农村初中学生英语学习策略调查 研究生：何玲 年级：2004 级 导师： 陆巧玲 李怀奎 专 业： 课程与教学论 研究方向： 英语教学论 中文摘要中文摘要 当前，我国初中英语教学是在 1992 年教育部颁发的九年义务教育全日制初级中学英语 教学大纲 （以下简称大纲 ）的指导下进行的。 大纲虽然要求培养学生良好的学习习惯 和学习方法，发展学生的自学能力，但对学生掌握英语学习策略却没有提出具体的要求。因 此，学习策略还没有得到应有的重视。2001 年教育部新制定的全日制义务教育、普通高级 中学英语课程标准（实验稿） (以下简称标准) 认为综合语言运用能力的形成是建立在 学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础之上。中 学英语教学必须加强对学生英语学习策略的指导，使学生养成良好的学习习惯，形成有效的 学习策略。为此标准规定了学生在认知策略、调控策略、交际策略和资源策略四大类策 略上所应达到的标准。 为了弄清农村初中学生在现有大纲和教学模式下， 在英语学习中使用学习策略的情 况及存在的问题, 英语学习策略运用的频率, 以及他们对策略的使用同标准在学习策略要 求上是否有差距, 作者对安徽固镇县四所农村中学初中三年级的 377 名学生进行了调查。调 查主要想探究三个问题：1. 农村初中学生使用英语学习策略的总体情况以及存在的问题；2. 男女生在使用英语学习策略上的差异；3. 高分组和低分组的学生在使用英语学习策略上的差 异。 论文共分为五部分。第一部分为导论，介绍了研究的来源和及意义。 第二部分为文献综述。论文就上世纪七十年代中期以来国内外的研究者对英语学习策略 的定义、分类以及主要的实证研究和相关的成果进行了总结。 第三部分为调查研究。本次调查主要采取问卷形式。在受试者完成问卷后，对回收的问 卷用里克特量表对调查的结果进行了量化处理，并用 spss 对调查的结果进行了统计分析。 从学生使用策略的总体来看，问卷上的各项学习策略他们都有使用，但他们使用策略的 频率较低。这说明目前的初中学生还没有充分地使用英语学习策略，缺乏灵活多样地运用英 语学习策略的能力，与标准的要求还有差距。在四类策略中，学生调控策略使用的频率最高 而资源策略使用的频率最低。在策略运用的男女生差异方面，两独立样本 t 检验的结果分析 表明男女生在使用认知策略、交际策略上存在显著性差异而在调控策略、资源策略上没有显 v 著性差异。有关高分组和低分组运用策略的差异方面，对调查结果进行两独立样本 t 检验的 结果分析表明高分组和低分组的学生在运用调控策略、认知策略上存在显著性差异而在资源 策略、交际策略上没有显著性差异。 第四部分为研究的启示。调查的结果表明把英语学习策略与日常的英语课堂学习结合起 来具有十分重要的意义，因为恰当地运用学习策略对学好英语起十分重要的作用。教师和学 生都要提高策略意识，对教师来说，要明白一些学习策略只适合某些学生而不适合另一些学 生，男女生在运用学习策略上存在差异性等，只有更多地了解这方面的因素教师才能更好地 指导学生运用有效的学习方法和技能。对学生来说，只有明白在不同的语言环境中要运用不 同的学习策略才能成为有效、自主的学习者。对在职教师进行英语学习策略培训，只有这样 他们在教学中才能对学生进行学习策略的培训。农村中学供学生运用的资源条件很差，因此 建议政府要加强对农村中学的资源条件建设。 第五部分为论文的结语。 论文就安徽农村中学生对英语学习策略的运用进行了调查研究。 但由于本论文研究对象的局限性，时间的短暂性，以及调查形式单一等原因，论文的结论只 能视为建议和探讨，希望更多的研究者运用多种方法致力于这一领域的研究。 关键词： 英语学习策略； 农村中学学生； 英语策略运用 vi a study of english learning strategies employed by the rural junior school students in anhui province postgraduate: he ling supervisors: lu qiaoling li huaikui abstract in english at present, the junior middle-school english instruction in china is guided by the syllabus of junior middle-school english of compulsory education (hereafter syllabus) issued in 1992 by the ministry of education. although the syllabus requires that teachers should help students acquire good learning habits and methods, and cultivate their ability to study independently, it fails to cover requirements on english learning strategies. justifiably, language learning strategies have not been paid much attention to. the new curriculum requirements of english instruction for compulsory education and general senior middle schools (hereafter requirements) (experimenting version) issued in 2001 by the ministry of education holds that the integrative competence of language use is based on students language skills and abilities, knowledge of the language, affects and attitudes, learning strategies, and background knowledge of the peoples culture of the language. english instruction in middle schools must focus on training learners in using learning strategies, helping them develop good learning habits, and facilitating them in mastering effective learning strategies. therefore, it prescribes the goals that should be achieved by learners on the four categories of learning strategies: cognitive strategies, management strategies, communicative strategies and resource strategies. in order to find out whether the english learning strategies specified in the requirements have been used by the junior middle school students whose english studies are guided by the current syllabus, how frequently they make use of them, and whether there are any disparities between the specifications of the requirements and the current conditions of the students using english learning strategies, the author of this thesis surveyed the current conditions of the junior middle school students using language learning strategies in their english studies. the investigation involved the students in four rural junior middle schools in attempt to find out the answers to three questions: 1. how is the general condition of the students using the learning strategies and what problems exist? 2. are there any differences with statistical significance in using english learning strategies between male and female students? 3. are there any differences with statistical vii significance in using learning strategies between successful and unsuccessful students? this paper is composed of five parts. the first part is introduction which presents the rational, research orientation, and significance of the study. the second part is literature review which begins with definitions and classifications of learning strategies, and presents an overview of learning strategies research from the mid-1970s to the present time by focusing on the empirical studies on learning strategies and language performance both abroad and at home. part three concerns the survey conducted in this study. the investigation takes the form of questionnaire. after the questionnaires were finished by the respondents, they were collected and the qualitative data were transformed into quantitative ones that were handled by spss. generally speaking, the outcomes of the investigation show that the subjects use every strategy mentioned in the questionnaire; but the frequency in which they use these strategies is low, which indicates that the current junior middle school students in the countryside do not make full use of the english learning strategies and they do not possess the ability to apply various strategies flexibly to their english studies. among the four kinds of learning strategies, the frequency of management strategies is the highest while that of resource strategies is the lowest. in the aspect of the difference between male and female students in using strategies, the result of t-test indicates that there is significant difference between male and female students in the use of cognitive and communicative strategies while there is no significance in management and resource strategies. the results also show that top group students can make better use of cognitive and management strategies than low group students while there is no significant difference in the use of communicative and resource strategies. part four is implications of the study. findings suggest that it is very important to incorporate language learning strategies into daily language courses because appropriate use of language learning strategies matters a lot in the learning process. awareness towards language learning strategies should be raised both on the part of teachers and learners. it is important for teachers to recognize that some strategies might be more suitable to some learners than to others. males and females have different learning strategy preferences etc, the more teachers knew about such factors, the more readily they can help learners to learn language effectively and skillfully. as regard to learners, they should learn to use appropriate strategies in different language learning context, only viii by this way can they become autonomous and effective language learners. it is essential to carry out in-service training of english teachers on english learning strategies, only by this way can they provide the learners with strategy training in the classroom. learning conditions in rural middle schools is very limited, therefore, authority should strengthen ordinary schools by investing educational resource construction. the last part is conclusion. this paper is a study of english learning strategies employed by the rural middle school students in anhui province. due to the small number of the subjects, short time of the study and methodological limitation, the conclusions in the present study should be regarded as suggestive and tentative. it is hoped that more and further research can be carried out in this field. keywords: english learning strategies; rural junior middle school students; application of english learning strategies 55 appendix 4 论文独创性声明论文独创性声明 本人郑重声明：所提交的学位论文是本人在导师的指导下进行的研究工作 及取得的成果。除文中已经注明引用的内容外，本论文不含其他个人或其他机 构已经发表或撰写过的研究成果。对本人的研究工作做出重要贡献的个人和集 体，均已在文中以明确的方式标明。本人承担本人声明的法律责任。 研究生签名： 日期： 论文使用授权声明论文使用授权声明 本人完全了解广西师范大学有关保留、使用学位论文的规定。广西师范大 学、中国科学信息研究所、清华大学论文合作部，有权保留本人所送交学位论 文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存论文。本人 电子文档的内容和纸质论文的内容相一致。除在表密期内的保密论文外，允许 论文被查阅和借阅，可以公布（包括刊登）论文的全部或部分内容。论文的公 布（包括刊登）授权广西师范大学学位办办理。 研究生签名： 日期： 导 师签名： 日期： 1 chapter introduction in the mid 1970s, language teachers and researchers began to realize that no single language teaching method guaranteed success for every student. some learners seemed to be successful no matter what methods were employed while others seemed unable to reach a desirable level of language proficiency. the nature of this marked discrepancy has captured the attention of researchers worldwide. ever since then, numerous studies have been undertaken to explore how language learners monitor their active processes (omalley, 1985a; oxford huang chamot, 1987a). these studies have provided rich insights into the kind of behaviors associated with good language learning. studies in the area of cognitive psychology show that learning strategies can help learners to assimilate new information into their existing schemata, which then enriches it to more complex one (carrel, 1985). the use of appropriate language learning strategies often results in improved proficiency and achievement overall or in specific areas (oxford, 1993). more recent findings also suggest there exists an association between languages learning strategies and english proficiency among learners in english as a foreign language (efl) and english as a second language (esl) context, and both frequency and patterns of strategy use have been found to be significantly related to proficiency level (politzer green wen oxford green 1996a; 1996b; 1996c) have done a lot of researches investigating the relationship between learning strategies use and english proficiency of chinese college students. some researchers investigated the relationship between vocabulary learning strategies and english achievement, and found significantly relationship between them ( gu wang, 1998), most of which were geared towards students of college and university level. despite the large body of research, studies on language learning strategies, for all its promise， are still “embryonic”, with conflicting methods and results. more studies are thus needed using similar instruments to discover the complex mechanisms of language learning strategies as related to second language proficiency and achievement. what is more, compared with the considerable research in learning strategies worldwide, relatively fewer studies have been conducted in the china context. middle school students employment of learning strategies is even little discussed, middle school students in rural areas in particular. at present, english instruction in middle schools in china is based on the syllabus issued in 1992 by the ministry of education. though the syllabus demands that teachers should help students 3 to acquire good learning habits and methods, and cultivate their ability to learn independently, however, it fails to address issues such as language learning strategies. hopefully the new english curriculum requirements of english instruction for compulsory education and ordinary senior middle schools issued in 2001 by the ministry of education (hereafter this text will be abbreviated as requirements) began to pay attention to this aspect. the requirements points out that the integrative competence of language use should be based on students language skills and abilities, knowledge of the language, affects and attitudes, learning strategies and background knowledge of culture concerning the target language. english instruction in middle schools must focus on training learners in using learning strategies, helping them develop good learning habits, and facilitating them in mastering effective learning strategies. with four kinds of learning strategies specifiedcognitive strategies, management strategies, communicative strategies and resource strategies namelythe requirements, which has begun to be carried out in some experimenting schools since september, 2002, is supposed to be more student-centered and student-oriented. but what is the actual situation of english learning strategies employed by the middle school students like? in order to find out how english learning strategies specified in the requirements have been used by rural middle school students, how frequently they are employed, and whether there is any disparity between the specifications listed in the requirements and the currant actual practice of language learning strategy use, the author of the present study surveyed the junior middle school students in the countryside using learning strategies in guzhen county, anhui province. the survey was intended to answer the following questions: 1. what is the actual situation of learning strategies used by middle school students in the rural area like, and what problems exist? 2. are there any differences with statistical significance in using language learning strategies between male and female students? and 3. are there any differences with statistical significance in using learning strategies between students of high language proficiency and those of low language proficiency? with information obtained from the survey concerning the type and frequency of learning strategies used by chinese middle school students in the rural area, and the impact of learning strategy use upon the students performance, it is hoped that the study would cast some light on chinese efl 4 teaching. the thesis is composed of five parts. the first part introduction presents the rational, the research orientation and the significance of the study. chapter two provides a detailed review of related studies regarding learning strategies. beginning with the definitions and classifications of learning strategies, it presents an overview of language learning strategy research from the mid-1970s to the present time by focusing on the empirical studies on learning strategy and language performance both abroad and at home. chapter three mainly deals with the research methodology and presents a detailed account concerning the research purpose, subjects, instruments, procedures, the results and the discussions of the study, and the following chapter provides the implications of the study. the last chapter summaries the major findings of the study, limitations as well as suggestions for future studies are also pointed out. 5 chapter literature review the importance of language learning strategies as key factors in the acquisition of english as a second/foreign language is a topic that commanded the attention of researchers worldwide (green oxford, 1992). among these studies, a common thread was the attempt to identify and classify learning strategies most frequently used by successful learners, with the ultimate aim of the application to language learning and teaching process. in this chapter, review of literature will be presented in three sections, namely, defining and classifying language learning strategies; researching language learning strategies abroad; and researching language learning strategies in china. 2.1 definitions and classifications of language learning strategies 2.1.1 different definitions of language learning strategies considerable efforts have been made to find appropriate ways to defining language learning strategies, though with no strong consensus. the terms which have been used to describe strategies vary from technique, behavior, tactics, to action. for example, weinstein and meyer (1986) portrait strategies as “behaviors and thoughts that a learner engage in during learning that are intended to influence the learners encoding process”. chamot (1987) attempted to ground the study of learning strategies with the information-processing model of learning, he put it in this way, the “techniques, approaches or deliberate actions that learners invoke to facilitate learning and recall”. rubin (1987) view of strategies related more to how they might contribute directly to the second language 6 development, “strategies which contribute to the development of the language system which the learner constructs and affects learning directly”. oxford (1989) defined learning strategies as “language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable”. stern (1983), accepting that learning strategy was dependent on the assumption that learners consciously engage in activities to achieve certain goals, described learning strategy as “strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learners, leaving technique as the term to refer to particular forms of observable learning behavior”. more recently, cohen (2000:4) concerned more with the notion of consciousness and defined learning strategies as “learning processes which are consciously selected by the learner”. wen (1996) proposed that “learning strategies are measures, which the students take in order to study more efficiently”. this definition emphasizes two points: the goal of using learning strategies is the learners action, rather than his thought. the action can be exterior action as well as interior action. in an attempt to clarify the “vague nature of the term”, wenden examined some of the elements underlying different views. her analysis led her to posit six criteria that characterize language learning strategies: language learning strategies are language learning behaviors that a) refer to specific a