有关大学英语学习的策略研究.doc

有关大学英语学习的策略研究摘要：在二语习得领域里，学习策略是一项重要的研究内容，通过定量分析可以给大学英语教学带来重要的帮助。基于此，本文对青海师范大学中学生的英语学习策略进行实证研究以便对教学有所启示。Abstract : in the field of two language acquisition, learning strategy is an important content of the study, quantitative analysis can give the university English teaching bring great help. Based on this, the English learning strategies of middle school students of Qinghai Normal University conducted an empirical study in order to shed some light on the teaching.关键词：大学英语教学；学习策略 Keywords: University English teaching; learning strategies自上世纪七十年代以来，随着学习策略受到教育界重视，学习策略对语言教学的积极意义也开始了研究历程。虽然这些学习策略的研究尚不成熟，但一定程度上对大学英语教学改革有所影响，具有着一定的参考价值。这些突破性研究成果有：学习策略选择与使用的影响因素研究、学习策略与学习成绩的相关性研究、词汇学习策略、学习策略的训练与成效等。在这些研究基础上，本文对青海师范大学的非专业英语类学生进行了定量实证分析，以便探索出有利于学生英语学习的策略，从而提高学习者的积极性与主动性。Since seventys of last century, with the development of learning strategies by educational circles, the positive significance of learning strategies for language teaching also started the research course. Although the study of these learning strategies are not mature yet, but a certain extent of the university English teaching reform has the influence, has a certain reference value. These breakthrough: the choice of learning strategies and the use of influence factors, learning strategies and learning achievements, the correlation between vocabulary learning strategies, learning strategy training and performance. Based on these studies, the Qinghai Normal University non-English major students conducted a quantitative empirical analysis, in order to explore is beneficial to students English learning strategies, so as to improve the enthusiasm and initiative of learners.一，研究方法A, research methods1，研究问题：非专业英语类学生在使用学习策略上是否比较频繁？学习优劣者在使用学习策略上有什么区别？男生与女生之间的使用频率上，谁更多些？在对学生的学习因素的分析中，学习观念、学习策略与环境等因素中，那些与英语成绩更有相关性？1, research questions: non English major students in the use of learning strategies are more frequently? Learning quality in the use of learning strategies : what is the difference? The frequency of use between boys and girls, who are more? In the analysis of learning factors for students of learning concept, learning strategies, and environmental factors, those with English achievement more relevance?2，调查对象：本研究对640名学生进行实验，他们都是非英语专业类的本科三年级学生，其中246名是成绩好的学生，328名是成绩中等的，166名是成绩差的，这些划分是根据上一次的英语开始成绩来定的。此外，男生176名，女生564名，平均年龄在22岁，来自8个学院，包括行政、法律、文学、历史、数学、化学、物理、计算机等学院在内的学生。在上次的考试中，过85分的有228人，没有过85分的有512人。2, the investigation object : in this study, experiments were carried out on 640 students, they are all non-English major undergraduate students in the third grade, 246 of whom are good students, 328 were moderate, 166 is the poor performance, these are classified according to the last English began to record set. In addition, 176 male, 564 female, with an average age of 22, from 8 colleges, including administrative, law, literature, history, mathematics, chemistry, physics, computer and other college students. In the last exam, 85 points in 228 people, not 85 points 512.3，调查工具：通过问卷的形式对学习者的个人状况（专业、年龄、性别等）与英语学习策略（元认知、认知、情感与交际策略）进行分析。调查等级分为五个：完全不符合=1，通常不符合=2，有时符合=3，通常符合=4，完全符合=5。在调查中这1、2、3、4、5一方面表示答案的顺序，另一方面表示学生获得某项的分数，对应的1到5。通过对各部分的项数与选出的答案，算出调查表的得分状况与平均分。3, the survey tool: through questionnaire survey on learners individual situation ( age, gender, professional ) strategy and English learning ( metacognitive, cognitive, emotional and communicative strategies ) analysis. Levels of investigation is divided into five: totally incompatible with the =1, usually does not conform to =2, sometimes with =3, usually with =4, in full compliance with the =5. The 1, 2, 3, 4, 5 hand answers in the survey, on the other hand, said that students obtain a fraction, corresponding to the 1 to 5. Through the items on the part of the selected answer, calculate the questionnaire score and average score.二，数据分析Two, data analysis对这些实验学生分发调查问卷，要求他们在课堂上独立解答，同时在学生的问答中有不明白的策略进行解释说明，半小时后收卷，以确保数据分析结果可信。然后将问答的数据输入电脑进行数据分析与实验假设（采取SPSS社会科学统计软件包）。通过数据对学生具体使用学习策略状况进行分析。The experimental students distributed questionnaire, asking them to independent answers in class, at the same time in the students answers did not understand the strategy to explain, half an hour after rolling, to ensure that the results of data analysis. Then input the data into the computer quiz data analysis and hypothesis ( take SPSS statistics package for social science ). Through the data the specific use of students learning strategies analysis.在对学生的使用性状况数据分析中，包括各个策略使用的最大值、最小值、标准差与平均值，数据分析可知，成绩好的学生在使用情感策略（3.69）中的频率最高，然后是元认知（3.28）与认知策略（3.26），最低的是交际策略（3.03）。成绩普通与差的的学生中使用情况由情感（3.40与3.13）、认知（3.19与2.86）、元认知（3.08与2.71）与交际策略（2.81与2.53）依次降低。这个结果与国外有着明显的区别，在四种策略使用的平均值上也只能算是中等水平，对学习策略仅仅是有时使用。但是在四种策略中情感策略最高也说明了我国现在英语学习者中对英语学习的兴趣、态度等有了很大的改善，学习目标更加准确。但是在高校中，元认知与认知策略太低，大学英语教学的重要目标就是培养学生的听说读写与英语交流能力。这个目标需要学生在学习中经常使用认知策略，可见这是我们教学改进的重要方面。在分析中使用最少的交际策略与国外明显不同。这是由于学习环境的差异，学生没有良好的自然英语练习交际活动，这必然会造成交际策略较低。在数据分析中我们还可以发现元认知策略在学习成绩不同群体中没有很大差异，而其他三中策略则有着明显的正相关。In the analysis of data using the situation to the students, including maximum, minimum, each strategy using standard deviation and average value, the data analysis, a student with good grades in the use of affective strategies ( 3.69 ) the highest frequency of, then the metacognitive and cognitive strategies ( 3.28 ) ( 3.26 ), the lowest is the communicative strategies ( 3.03 ). Results the common and difference of the students from the use of emotion ( 3.40 and 3.13 ), cognitive ( 3.19 and 2.86 ), cognitive ( 3.08 and 2.71 ) and communication strategies ( 2.81 and 2.53 ) decreased. This results from abroad have obvious differences in average, four strategies used value can only be regarded as the middle level, the learning strategies are only sometimes use. But the emotion in the four strategy strategy is the highest also showed their interest in English learning, attitudes of English learners in China now has been greatly improved, learning more accurate target. But in Colleges and universities, metacognitive and cognitive strategies is too low, the important goal of university English teaching is to cultivate students listening speaking reading writing and communication skills in english. This goal requires that students often use cognitive strategies in learning, it is important for us to improve the teaching. In the analysis of the use of communicative strategies and foreign least significantly different. This is due to the difference of the learning environment, students do not have good natural English communicative activities, which will cause the communication strategy of low. In the data analysis we can find no significant differences of metacognitive strategies in learning achievement of different groups, while the other three strategies have significant positive correlation.为了了解男生与女生之间在策略使用上的差异，本文对176名男生与564女生，进行了独立样本分析。通过分析可知，男生与女生之间存在着巨大差异，女生在学习策略的选择上更具有优势，这侧面说明了学习策略的实效性。通过独立样本分析还可以得知男生与女生使用策略在平均值上，如利用记忆规律、推理归纳等解决问题、借助图表等进行理解表达，在学习中遇到困难，如何获取帮助上、如何克服心理焦虑，交际中怎样使用手势与表情等非语言手段克服语言障碍与提高语言效果等，都存在着显著差异，In order to understand the boys and girls between the differences in strategy use between, the 176 boys and 564 girls, were independent sample analysis. Through the analysis, there is a great difference between boys and girls, girls have more advantages in the choice of learning strategies, which shows that the effectiveness of learning strategies. Through the independent sample analysis can also learned that boys and girls use the strategies in the average value, such as the use of the memory of the law, inductive inference to solve the problem, with the aid of diagrams such as understanding and expression, the difficulties encountered in the study, how to get help, how to overcome the psychological anxiety, how to use gestures and facial expressions and non-verbal means of communication to overcome the language barrier and improve the effect of language, there are significant differences,综合所有分析表明，在认知、元认知与情感策略上，男女生存在较大差异，而在交际策略上没有明显差异，虽然交际策略女生的平均值高于男生。这与我国学生的学习环境有着很大的关系，不论男女他们有着完全相同的语言环境，在这个环境里大家都很少有机会使用英语进行交流。Comprehensive analysis shows that all, at the cognitive, metacognitive and affective strategies, men and women live in bigger difference, but no significant difference in the communicative strategies, although the average value of communicative strategies girls than boys. Have a great relationship with the Chinese students learning environment, both men and women they have exactly the same language environment, in this environment, we rarely have the opportunity to use English for communication.三，结论Three, the conclusion通过调查我们可以做出如下结论：目前高校师范类院校学生在学习英语时对学习策略的使用频率不高，仅仅算是中等水平；学习好的学生比普通的和差的更频繁地使用学习策略；对于学习策略的使用，女生要比男生更为经常。Through investigation, we can come to the following conclusion: at present, college students in normal universities in learning English, frequency of use of learning strategies is not high, only a moderate level; good students than ordinary and bad to use learning strategies more frequently; for the use of learning strategies, girls than boys more often.还有一点可以发现：由于这些研究对象所处的学习环境没有很大差别，所以在对学习策略影响的环境因素上差别不大，而不同学生组成绩差异很大的，在对学习策略的使用上存在着很大的差别；学习成绩好的更善于运用学习策略来调节自己的学习，独立性与主动性强，对教师的依赖较小。Another point can be found: because there is no big difference between the research object of the learning environment, so the difference in the learning strategies of the influence of environmental factors on small, different students score difference is very big, there is a great difference in the use of learning strategies; the achievement of good more adept at using learning strategies to adjust their own learning, independence and the initiative of teachers, smaller dependence.四，启示Four, enlightenment基于以上的问卷调查与定量分析，我们可以获得以下启示：高校师范类院校学生的总体学习策略处于中等水平，这就要求学生提高策略学习的意识，教师主动对学生实施策略教学；在总体策略使用上，元认知策略仅仅处于第三位，使用频率太低，由于元认知策略对英语学习有着很重要的作用，所以要求学生必须提高对元认知策略的学习意识；由于每个学生的学习情况与学习策略使用上存在着很大不同，这就要求教师们对不同的学生群体实施不同的策略训练。Investigation and quantitative questionnaire based on the above analysis, we can get the following revelation: the overall learning strategies of college students in normal colleges is in medium level, which requires students to improve learning strategy awareness, active teachers teaching strategies for students; strategy use in overall strategies, metacognitive strategy is only third, use frequency is too due to low, metacognitive strategy plays a very important role in English learning, so students must improve on metacognitive strategies learning consciousness; due to learning and learning strategies for each student to have great difference, which requires teachers to carry out strategy training in different groups of students.教师如何做才可以将策略训练融入课堂教学中，并提高学生的策略意识呢？本文认为可以从以下几点出发：第一，教师要从思想上进行转变，在对学生教学时将学习策略作为重要的内容进行讲授，教师在教授知识的同时，还要传授学习方法，正所谓传道、授业、解惑。第二，教师对学生进行正确的认知教导，让他们明白学习英语要有着正确的心态与看法，明白学习英语的重要性与学习策略对英语学习的重要作用，在学习策略的讲解中，教师可以通过直接介绍与间接分析相结合，让学生认识到自己的特点，进而选择合适的学习策略。第三，教师采取多样化、多渠道的形式教育与指导学生进行学习策略的掌握，为了达到对学习策略的教学，教师可以结合学科的自有特点进行教学，将学习策略的教学原则与使用方法贯穿于整个教学之中，与此同时对学生进行策略的应用式训练，以达到帮助学生形成良好的学习习惯的目的，如：在讲课中使用英语进行教学，让学生在一个英语环境中，培养出对英语的喜爱，学会用英语思维、用英语来表述自己的想法。第四，在学生培养目标上注重学生的自主意识与独立观念，帮助学生总结自己的学习方法并加以评价，及时改变自己的学习方法，最终达到对学习策略的学习与应用。How the teacher do to strategy training into classroom teaching, and improve the students awareness of strategy? This article embarks from the following points: first, teachers should change from the thought of students in the teaching, the learning strategy as the important content of teaching, the teachers knowledge, but also teach the learning method, is the so-called teaching and working with you . Second, teachers to teach students the correct cognition, let them understand that learning English must have a correct attitude and opinion, learn to