（课程与教学论专业论文）非英语专业学生感知学习风格与语言学习策略的相关性研究.pdf

学校代码：10346 学科、专业代码：040102 研究生学号：y20060268 题目：perceptual learning style preferences and their correlation with learning strategies in non-english majors of a local university 非英语专业学生感知学习风格与语言学习策略的相关性研究 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称）：桂清扬 教授 委员（姓名、职称）：王之江 教授 邵俊宗 教授 沈昌洪 副教授 汤定九 副教授 余卫华 教授 学位授予单位： 杭州师范大学 论文答辩日期： 2009 年 6 月 10 日 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别以标注和致谢的地方外，论文中不包括其他人已经发表或撰写过的研究成果。对本研究做过贡献的老师和同学均己在论文中作了明确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的规定，即：学校有权保留送交论文的复印件，允许论文被查阅和借阅;学校可以公布论文的全部或部分内容，可以采用影印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： perceptual learning style preferences and their correlation with learning strategies in non-english majors of a local university 非英语专业学生感知学习风格与语言学习策略的相关性研究非英语专业学生感知学习风格与语言学习策略的相关性研究 zhang lei supervisor professor shen changhong a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 2009 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 i 摘要摘要 随着二语习得研究的进展， 学习者的个体因素在语言习得过程中所具有的重要意义受到充分的重视。 其中学习风格和策略的研究是学习者个体差异研究的重要内容之一。本文以感知学习风格和语言学习策略理论为基础， 对浙江某一地方高校所属的四个专业 135 名非英语专业大二学生的感知学习风格和语言学习策略进行了一次实证研究。本次研究以调查问卷为主，问卷中主要涉及被调查者的个人信息，reid (1984)的感知学习风格量表及 oxford(1989)的语言学习策略量表三部分内容。作者拟从三个问题出发:1.研究非英语专业大学生感知学习风格的状况以及语言学习策略的使用情况; 2.影响非英语专业学生的学习风格倾向的因素（这里，本文重点关注的是学习背景及学科内容差异对学习风格倾向的影响） ； 3.研究感知学习风格和学习策略的相关关系及不同种学习风格下是否存在与其最为相关的语言学习策略。 研究结果表明:1.非英语专业学生的感知学习风格呈综合性和多元性， 其中触觉学习风格的倾向性最为明显; 2.非英语专业大学生整体学习策略的运用属于中等水平， 在具体策略的运用过程中， 元认知策略和记忆策略的使用最为频繁; 3. 学习背景和学科内容差异都会对学生学习风格的形成造成影响。 农村来的学生偏向于视觉学习和独立学习风格，而城市的学习风格呈平衡分布。而对于每一个不同的学科都有与之相对应的一种最显著的学习风格； 4.学习风格和学习策略间存在相关关系， 不同种学习风格的学生在语言学习过程中对学习策略的具体使用情况不同， 且每种学习风格的学生在语言学习过程中都有着自己最为偏爱的语言学习策略。 基于本研究的研究结果，作者对英语教学提出了一些具体的建议作为对英语教学的启示。 教师应该在以后的教学中应渗透和加强感知学习风格和语言学习策略的介绍，改变传统英语课堂, 采用多感官，多样化的教学方法，兼顾不同学习风格学生的认知需要。 并且在教学的过程中教师要加强对学生语言学习策略的培养，以能够在最大程度上培养学生的自主学习能力和优化学生的学习效果。 关键词关键词: :感知学习风格，语言学习策略, 基于学习风格和策略的外语教学 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 ii abstract with the development of second language acquisition research, much attention is devoted to the influence of learners individual characteristics on the process of language acquisition. of all the learners individual characteristics, learning styles and strategies are the important components, which are of great research significance. learning style refers to an individuals natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills. learning strategies are the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information. the studies of learning styles and strategies make it possible for teachers to work more closely with students and take more account of students individual characteristics. simultaneously, students with more awareness of their own preferred styles will become more autonomous and effective during the learning process. based on the development of learning style and learning strategy theories, the writer has conducted a tentative study on the sophomores of non-english majors at a local university in zhejiang province. there are altogether 135 participants majoring in four different disciplines. in this study, the questionnaire is the main research instrument used to collect data and it comprises three parts: personal information background, reids (1984) perceptual learning style preference questionnaire (plsp) and oxfords (1989) strategy inventory for language learning (sill), version, 7.0. it sets out to empirically examine three questions raised by the writer: 1. what is the current situation of perceptual learning style preferences and language learning strategy use of non-english majors? 2. what factors may influence the learning style preferences of non-english majors? (students from rural areas and students from urban areas show different style preferences in english learning. students majored in different disciplines vary in their learning style preferences.) 3. what is the correlation between perceptual learning styles and language learning strategy use and what is the most preferred learning strategy use under the influence of each different learning style? 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 iii final data collected are thoroughly analyzed and discussed. the main findings are as follows: firstly, non-english major students employ multi-dimensional learning style preferences, and they prefer tactile learning style most. secondly, learning strategy use of non-english major students is in medium level, and strategy awareness is far from enough. among all the learning strategies, metacognitive and memory strategies are the most preferred learning strategies. thirdly, learning environments and disciplines have influences on students perceptual learning style preferences. students from rural areas prefer visual and individual learning most. the students from urban areas demonstrate a balanced profile. and for each discipline, there is only one learning style found more often than the others. finally, correlation does exist between perceptual learning styles and language learning strategies, and students of each learning style have the most preferred learning strategy use during their learning process. after data analysis, the writer discusses the significance and implications of this study and emphasizes that the research on perceptual learning styles and learning strategies shed much light on future classroom teaching. key words: perceptual learning styles, language learning strategies，styles- and strategies- based instruction 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 iv contents abstract (chinese version)i abstract (english version)ii chapter 1. introduction. .1 1.1 research background.1 1.2 significance of the research3 1.3 structure of the research.4 chapter 2. literature review on learning styles and strategies5 2.1 definitions and categories of learning styles.5 2.1.1 definitions of learning styles.5 2.1.2 categories of learning styles6 theory of perceptual learning styles9 researches on perceptual learning styles.10 2.2 disciplinary (in)dependence of learning styles.12 2.3 models of learning styles.14 2.3.1 the dunn and dunn learning-style model14 2.3.2 kolbs learning style model.16 2.4 related researches on learning styles in china.17 2.5 definitions of different strategies.19 2.5.1 strategies.19 2.5.2 learning strategies and language learning strategies20 2.6 research background of learning strategies.21 2.7 classifications of learning strategies.23 2.7.1 omalley&chamots classification23 2.7.2 oxfords classification.24 2.8 related researches on learning strategies in china26 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 v chapter 3. research design.30 3.1 research questions.30 3.2 subjects and investigation.30 3.3 methodology and instrument.31 3.3.1 quantitative study.31 3.3.2 procedures.33 chapter 4. data analysis and discussion.35 4.1 results of research question 135 4.1.1 results and discussions of plsp.35 4.1.2 results and discussions of sill.37 4.2 results of research question 239 4.2.1 comparison of preferences between students from rural areas and students from urban areas.40 4.2.2 disciplinary differences43 4.3 results of research question 345 chapter 5. conclusions and implications.47 5.1 summary of the findings47 5.2 implications to english teaching48 5.2.1 implications for learning styles.48 5.2.2 implications for strategy use.49 5.2.3 strategy training50 teachers role.50 students strategy training.51 5.2.4 learning environments and disciplinary differences52 5.2.5 linking learning styles and learning strategies in the classroom.53 5.2.6 styles-and strategies-based language instruction.54 5.3limitations.55 5.4 suggestions for future researches.55 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 vi references57 appendix i.62 appendix ii.65 lists of tables table 1: related researches on learning styles in china.18 table 2: related researches on learning strategies in china.29 table 3: descriptive statistics of learning styles.35 table 4: the key to identify the subjects learning strategy preferences.37 table 5: descriptive statistics of learning strategy.38 table 6: group statistics of education environments in relation to learning styles.41 table 7: independent t-test comparison between students from rural areas and students from urban areas.41 table 8: descriptive statistics.43 table 9: descriptive statistics of learning styles in different disciplines.43 table 10: statistics of spearmans rho.45 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 1 chapter one introduction why do some students have trouble understanding directions in the second language acquisition while other students get them easily? why do some students do well in large groups, while others are at their best when they work alone or with a single partner? what can teachers do to help each student when there can be such a variety of learners in language classroom? with the puzzlement of such questions and the increasing interest in the study of individual differences, the author of the thesis focuses the research attention on the diversity of students learning style preferences and the referring learning strategies that work the best for students. 1.1 research background current research efforts in second language acquisition have more and more focused on exploring the individual differences among language learners in order to better understand the factors affecting the language learning process. there tend to be various individual learner variables which have been identified as influencing learning outcomes, such as, age, aptitude, motivation, cognitive style and learning strategies. individual differences named learning styles are the innate preference of individuals with respect in the way each learner acquires, assimilates, processes, and manipulates information. in 1954, american scholar harbet put forward the concept “learning styles” for the first time. learning styles researches started from the 1960s abroad, particularly in the field of psychology. later on, its research range covers many other relevant subjects such as learning psychology, educational psychology and teaching theory. generally, the history of learning style researches has gone through three stages: in 1950s and 1960s, the time of forming the concept learning styles, in 1970s and 1980s, the stage of learning styles theory construction, after 1980s, the applications and implications of the research findings to the real teaching or learning practice. investigation of learning styles has covered cognitive, affective and physiological 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 2 domains. for example, witkin (1976) firstly discussed field independent versus field dependent, to experience the environment and process information. hill (1971) has investigated cognitive style mapping, preferred types of media, instructional strategies, and structure of the environment. messick and his associates (1976) have listed more than 20 dimensions of cognitive styles, including those sensory ( perceptual ) modality preferences. kolb (1976) has introduced the experimental learning theories and the terms, such as accomadater, diverger, converger and assimilator, to describe particular student approaches to learning. reid (1995) divided the learning styles researches into three major categories: cognitive learning styles, sensory (perceptual) learning styles and personality learning styles the general research focuses of learning styles are: the classifications of learning styles, the influencing factors on learning styles; and the application of learning styles. the researches on learning styles in esl and efl can be conducted in two formats. one is the correlational study between learning styles and learning performance, with its aim to find which variable of learning style contributes to the excellent performance in language learning or which variables have the strongest predictive and effective power of learning results. the other form of study is to investigate the learning style preference, which are based on students different cultural and academic backgrounds and to come up with suggestions to solve the style conflict between teachers and students. in china, researches on learning styles have gained much attention in recent years. the most significant ones have done by wang chuming (1988) and hu xiaoqiong (1997). they have conducted researchers on perceptual learning styles of english majors. they have drawn the findings that english majors prefer to employ multi-dimensional learning styles and tend to use tactile or kinesthetic most. the study of learning strategies can be dated back to mid -1970s abroad. learning strategies are special thoughts or methods, or behaviors learners consciously choose to promote their learning. the general focuses of learning strategy researches are: studies on learning strategy definitions and classifications; the influencing variables on learning strategy; and the application of learning strategy theories to language learning 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 3 and teaching. researches on learning strategies have started from the 1980s in china. wen qiufang (1996), hou songshan (1998), and wang yu (2002) and so on, have conducted researches on learning strategy use in different language learning areas, such as speaking, listening, reading and writing. it seems that most of the researches are carried out among english majors instead of non-english majors, and more focuses are on the studies of learning styles or learning strategy use respectively, rather than the correlation between the two aspects. whats more, different education background and disciplinary differences are seldom studied as the influencing factors to learning style preferences. thus, my research aims to investigate what factors may influence non-english major students preferences of learning styles with the special focuses on disciplinary differences and different educational backgrounds. in addition, the correlation between learning styles and learning strategy use is to be further explored in this research. 1.2 significance of the research learning styles are the habitual ways which individuals prefer in learning. learning strategies are the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information. the significance of studying learning styles and strategies are as follows: firstly, identifying students learning styles preference can guide teachers to provide more appropriate instructions and diversify classroom activities to meet students different needs, aptitudes, and potentials, so that effective matching between teaching styles and learning styles can be achieved. it is also essential to lead students to be aware of their learning strengths and weakness. secondly, the ultimate purpose of understanding learning styles is the development and use of learning strategies. learning styles and learning strategies are logically linked, and an individuals learning style preference influences the types and forms of learning strategies employed. by studying the correlation between learning styles and learning strategies, teachers can suggest alternative strategies for approaching different 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 4 academic tasks and students can experiment and reconsider which strategies work best for them. finally, studying learning styles improves students autonomous learning of foreign language. the key issue in learning autonomy is the learners ability to select, combine and coordinate cognitive strategies in an effective way. teachers elaborate explanations and training of language learning strategies make students take more responsibility for their own learning process. and gradually, students become less dependent on their teachers and know how to learn more independently outside classroom. thus by introducing and teaching learning styles and strategies to students, teachers can work more closely with students and take more account of students individual characteristics. simultaneously, students with more awareness of their own preferred styles will become more autonomous and effective during the learning process. 1.3 structure of the research the main body of the thesis consists of five chapters. the first chapter is the introductory part, briefly presenting the research background of the learning styles and learning strategy use and discussing the significance of the research. chapter two is the brief overview of literature, which includes the theoretical basis of learning styles and strategies, and the related researches in china. chapter three illustrates the design of this research, including research questions, subjects, instruments and procedures. chapter four serves the most significant one of the all chapters. it presents the results of this research and the research data will be thoroughly analyzed and discussed. the last chapter is the conclusion for the whole thesis. it first summarizes the major findings of the investigation and then offers implications for english learning and teaching. finally, the limitations of this study will be pointed out and the suggestions will be made for future study. 杭州师范大学 非英语专业学生感知学习风格与语言学习策略的相关性研究 5 chapter two literature on learning styles and strategies language learning styles and strategies are among the main factors that help determine how and how well our students learn a second or foreign language. a second language is a language studied in a setting where the language is the main vehicle of everyday communication and where abundant input exists in that language. a foreign language is a language studied in an environment where the language is not the primary vehicle for daily interaction and where input in that language is restricted. both the author and the subjects of this research are primarily in the field of english as a second or foreign language (sla or efl), and the research in this chapter is conducted in sla or e