浅谈英语专业学生常用的英语学习策略毕业论文

1、中图分类号：g633.41 学号：11004110114南阳师范学院 本科毕业论文 论文题目： 浅谈英语专业学生常用的英语学习策略 作 者： 陆丽丽 指导教师： 赵海洋 讲师 学 院： 外国语学院 专 业： 英 语 班 级： 2011 级06 班 二一五 年 三 月 英语专业学生常用的英语学习策略南阳师范学院外国语学院英语专业申请文学学士学位毕业论文作 者： 指导教师： discussion on the commonly used english learning strategies of english majorsa thesis submitted toenglish departm

2、ent,school of foreign languages,nanyang normal universityin partial fulfillment of the requirementsfor the degree of bachelor of artsbysupervisor： acknowledgementsfirst, my deepest gratitude goes to mr. zhao, my supervisor, for his patient guidance and encouragement. he has accompanied me through al

3、l the way of my writing of this thesis. without his help, i could not finish it.besides, i would like to thank my good friends, yang yang and wei yu, for their help with my searching the literature. they helped me correct grammar mistakes and worked out my problems which brothered me a lot.finally,

4、my thanks would go to all my family members, for their loving and supporting. i will study even harder.摘 要近年来，越来越多的人意识到语言学习策略在大学英语的教学和学习中所起的重要作用，因此学习策略日益被广泛关注。学习策略是指在语言习得运用的整个过程中某个特定阶段的心理和行为活动。之所以学习策略的研究在教育学中起着重要作用，是因为学习策略能系统性的指导学习。本研究试图了解英语专业学生策略的运用情况,采用学习策略量表（sill）对南阳师范学院外国语系英语专业大二以上的学生常用的学习策略水平进行

5、了初步的调查与探讨。我们从八个班里每班挑选五男五女共八十人，以调查问卷的形式每人发放一份语言学习测量表来统计他们对学习策略的使用情况，要求他们在十五分钟内完成调查问卷。经过统计各种数据，调查结果表明：大学生英语学习最常用的策略是补偿策略和元认知策略，最不常用的是社会策略,英语专业学生的学习策略总体水平还有待提高，而且学生对学习策略的认识水平和理解还不够科学和系统，仅停留在了解一些零碎的学习方法水平上，对语言学习策略的运用具有较强的偶然性。根据研究结果，本论文认为英语专业学生学习策略的学习还有待加强，并从对学习策略教学和培养的探究来提出改进建议。关键词：英语专业大学生;学习策略;学习策略教学 a

6、bstractin recent years, more and more people are aware that language learning strategies plays an important role in college english teaching and learning. so learning strategies has attracted widespread attention.language strategy refers to mental or behavioral activity which related to some specifi

7、c stage in the whole process of language acquisition or language use. because learning strategies can systematically conduct learning, so the research on it takes an important role in pedagogy. this study investigated the general level of learning strategies commonly implemented by the english major

8、s above the second-year in nanyang normal university (nnu) with the strategies inventory for language learning (sill). we select eighty people from eight classes,each class choose five men and five women.each of them got a sill to fill in their usage of learning strategies in the form of questionnai

9、re.they were asked to complete it in fifteen minutes.through date collectionit was found that: compensation and meta-cognitivestrategies are the most frequently used，while social strategies are the least frequently used. the general strategy level of the english majors needs to be improved. their kn

10、owledge learning strategies isnt systematic, just some isolated learning methods. there is a contingency in their use of learning strategies. according to the result, its advised that training of learning strategies should be improved.key words: english majors; learning strategies; learning strategi

11、es trainingcontentsacknowledgements .i摘要.iiabstract .iiicontents . iv1. introduction of the survey . .12. some issues on learning strategies.22.1 defining learning strategies.22.2 classifying learning strategies.32.3 the relationship between strategy use and learning proficiency.63. the investigatio

12、n on commonly used learning strategies among english majors in nny.7 3.1 subject.83.2 instrument.83.3 date collection93.4 discussion.10 3.4.1 results.10 3.4.2 analysis.134. suggestions to train students learning strategies.155. conclusion.17bibliography.18appendix.191. introductionlanguage learning

13、strategies have already been studied for about 40 years. with the development of modern cognitive psychology, peoples focus has changed from teacher-centered to student-centered research. researchers on language learning have found that there are pertinence between language learning strategies and l

14、earning results. although many studies have been carried out the relationship between strategies of language learning and the achievements during their learning，research findings make a great difference on the classifications of strategies of language learning. consequently，further study is needed t

15、o expound the relationship between strategies of language learning and the achievements during their learning. in the 1970s, linguists began to take an interest in the learning strategy. in the field of the second language acquisition, we are always asking, “why do some people succeed in language le

16、arning while others fail?” in the old days, we tried to find out answers from the teachers who teach us and their teaching methods. recent years it has a shift in focus from the teacher and the improvement of the teaching to the learners and their studying of the second language. it has become more

17、clear that much of the responsibility for success in language learning depends on individual learners and on their ability to take full advantage of chances to learn. individual differences have many signs, and among them, learning strategy is a new area. individual differences decide the learners c

18、hoice of learning strategies. on the other hand that the learners experiences and his level of l2 proficiency can also influence his choice of strategies. good teaching contains teaching students how to think, how to learn and how to motivate themselves. the studies in this area can help to explain

19、the second language learners individual differences, it also have a great value to the teaching. researches on learning strategies mainly concentrate to the classification of strategies, the affect of the choice of learning strategies, the relationship between strategies achievement and strategy tra

20、ining.2. some issues on learning strategies2.1 defining learning strategiesbefore researching the learning strategies, the first thing we should do is to make clear definition of learning strategies. however, it is difficult to do that because different scholars have different opinions on learning s

21、trategies. researches on language learning strategies (lls) rise from 1970s. the complicacy of lls makes researchers give distinct definitions to lls from different points of view. stern (1983) points out learning strategies are the general tendency and characteristics of techniques that use by the

22、second language learners. weinstein and mayer (1986) shows that learning strategies are the thoughts and behaviors that learners engaged in during their learning, which effect the learners encoding process on the viewpoint of cognitive psychology. rubin (1987) considers that learning strategies cont

23、ribute to the development of language system, making learners construct learning directly. mayer (1988) regards learning strategies as skills or specific methods. chamot (1990) declares learning strategies are approaches, techniques or deliberate actions which students take in order to facilitate le

24、arning. oxford (1990) says like this: language learning strategies are language learners use special actions or behaviors to make learning faster，easier, more effective and enjoyable.2.2 classifying learning strategies except for listing learning strategies, many researchers have also tried to class

25、ify strategies into taxonomies and typologies. among these classifies the writer of this thesis agrees with oxfords classification. oxford established a questionnaire which entitled “strategy inventory for language learning” (sill). it is exactly that the present writer used in this thesis to make i

26、nvestigation. the sill has been developed from oxfords fairly exhaustive list of strategies and has become popular for finding levels of strategy use through being applied in a variety of learning environments. according to green and oxford (1995),studies using the sill has chosen are as follow: fir

27、stly, it is characterized by its comprehensiveness. it covers all the main aspects of learning strategies. oxfords work uses a very wide definition of strategy including almost any decision taken in the process of language learning. it is useful to have memory, cognitive, meta-cognitive, social and

28、affective strategies grouped together in one test to make learners aware of the complex strategies that can be exploited to aid their learning. secondly, this focused attention on strategies provides an interest and promote many insights into what they and others do in order to facilitate learning.

29、some students might have never talked about their learning, and not all students have a full understanding of how they learn english and what they should do to achieve success. students often expect teachers to have good knowledge of this. actually, what their teachers provide is satisfied. the sill

30、 makes learning strategies more clear and makes the difficult task of learning a foreign language more easily. oxford then categorized strategies into two types: primary and secondary. but after performing a lot of statistical analyses on the sill, oxford presented a new framework about learning str

31、ategies. she classified learning strategies that have a direct and an indirect impact on learning a foreign language.(see fig.2.1) fig.2.1: oxfords classification direct 1.memory strategies strategies 2.congnitive strategies learning 3.compensation strategies strategies indirect 1. meta-cognitive st

32、rategies strategies 2.affective strategies 3. social strategies direct strategies and indirect strategies were each further represented by three strategies. oxfords taxonomy is popular for a few reasons. its the first who provides a hierarchical organization of strategies into levels which makes it

33、more than just a list. secondly, this taxonomy is much easy to understand and arouse intuitively appealing. finally, oxfords taxonomy is one and only because it made no distinction that learning strategies which invoked in both language and the using of language.2.3 the relationship between strategy

34、 use and learning proficiency up to now there are a variety of studies to investigate the relationship between students learning strategies use and their individual learning achievement. the most popular are these two correlation studies: one is the relationship between strategy use frequency and la

35、nguage proficiency, while the other one is the relationship between specific strategies and l2 proficiency. a number of researches have been made to find out whether the frequency of strategy use affects language proficiency, but there are no unified conclusion so far. in the researches even include

36、d varieties of cultural and geographical settings. green and oxford(1995)found that “students who used higher levels of overall strategies are all have better language performance and got higher grades”. a recent study by wharton in 2000 further supports this finding of the studies. according to the

37、 sill, wharton examined the usage of learning strategy of 678 university students learning english and german as foreign language in brunei. the result showed the students who are have higher language proficiency general use more learning strategies than others. another area is the relationship betw

38、een students choice of strategies and their learning achievements. for example, politzer and mcroarty, in 1985, studied the relationship between a series of “good learning behaviors” with the using of questionnaires, and gained scores on a specified course. they got mixed results: as a whole the gai

39、n scores did not relate to their categories of strategies using, there were some individual items which showed important associations with their proficiency measures.wen qiufang investigated 300 english majors from six collages in south china by questionnaires in 1996, he found that the learning str

40、ategies that students used are closely related to their english band-4 achievements. moreover, two specialists, wu yian, liu runqing who are both from beijing foreign studies university, had a general investigation about the quality of english majors in 1993. they examined the condition of the using

41、 of strategy in language learning of second-year english majors in china by using the questionnaires. date analysis showed that four kinds of strategies that were frequently used, i.e. monitoring strategies, practicing strategies, memory strategies and function practice strategies were have some eff

42、ects on learning achievements.3 the investigation on commonly used learning strategies among english majors in nnytill now, there are lots of researches on the necessity of using learning strategies. but most of the researches were studied the students of middle school or non-english majors in unive

43、rsities in china, few of the researches were indeed focus on the english majors. we may ask: do english majors have better use of learning strategies? in other words, is it necessary to train the english majors using of learning strategies? the following investigation was designed to show the answer

44、. the main objective of this investigation is to find out how english majors in nny employ learning strategies in learning english language 3.1 subject the participants in this study were supposed to be 80 english majors in the foreign language department of nny. they are above the second-year from

45、8 different classes. 5 male and 5 female students were chosen in each class. less than half of them passed tem-4 (test for english majors band-4) or cet-6 (college english test band-6). the reasons were as follows: first, the freshmen have just entered the collage and they might not have formed thei

46、r own learning approaches and strategies. but after two years of study in their collage the students have already adopted themselves to the study and might obtained their own learning strategies. second, they must have many problems in their language learning, and they are more easily influenced by

47、their previous learning methods. according to these two aspects, we choose the students above the second-year for this investigation. 3.2 instrument this study investigated the general level of the learning strategies with the sill (which was also mentioned above). in the sill there are 50 items. th

48、e structure of the sill is based on oxfords classification system, which we have listed in the previous paragraphs. according to the system, the questionnaire contains six parts: part a (memory strategies, items 1-9): about how students remember language; part b (cognitive strategies, items 10-23):

49、relating to how students think about their learning; part c ( compensation strategies, items 24-29): enable students to integrate knowledge what they have learned; part d (meta-cognitive strategies, items 30-38): enable learners to control their cognition; part e (affective strategies, items 39-44):

50、 relating to whats students feeling; part f (social strategies, items 45-50): involve learning by interactwith others. for each item, there is a five-point scale ranging from 1 to 5. 1 equals to “never or almost never true of me”, 2 equals to “usually not true of me”, 3 equals to “sometimes true of

51、me”, 4 equals to “usually true of me”, and 5 equals to “always or almost always true of me”. and students can choose one from 1-5 to report their degree for each item. in order to let the participants to understand clearly, the writer used chinese version of the sill.3.3 data collection the present

52、writer and his friends dispensed 80 questionnaires to the participants. the students were given fifteen minutes to finish the questionnaire in classroom. all subjects got uniform instructions to fill in the sill in order to reduce confusion. the participants were not need for to report their own spe

53、cific strategies. we gave the subjects a list of strategies and asked them to report to make choice of each item. and we were able to get mean scores of each item in the questionnaire through the investigation. based on the mean scores, we could to analyze the characteristics of them. it is not diff

54、icult for the instruction and monitor of the investigation because the number of participants was small in each class. and most of the participants answered the questionnaires seriously. then the writer and his friends took the answer sheets back. due to various reasons there were 77 questionnaires, which were collected. however, the