一项对楚雄州初中彝族学生英语学习策略的实证研究-硕士学位论文

1、附件1：全国优秀教育硕士专业学位论文推荐表 单位名称：云南师范大学 填表日期：2008年 11 月 29 日论文题目An Empirical Study of the Yi Students English Learning Strategies in Junior Middle Schools of Chuxiong 一项对楚雄州初中彝族学生英语学习策略的实证研究作者姓名论文辩论日期学科专业方向周莉2006年9月16日学科教学英语攻硕期间及获得硕士学位后一年内获得与硕士学位论文有关的成果发表学术论文(题目，刊名,时间，社会影响)1、“做中学 试谈高中英语课堂活动的几种方式发表于云南师范大学学

2、报2004年增刊。 本论文是作者在攻读教育硕士学位期间、在深入学习了相关理论课程后结合教学实际所进行的一次理论指导实践的研究和探索。2、“计算机技术与中学英语教学整合的思考 发表于楚雄师范学院学报2005年第4期。本论文是作者在攻读教育硕士学位期间，在学习了现代教育技术知识的根底上所进行的一次理论与实践相结合的研究和探索。3、“初中少数民族学生英语学习策略的现状调查与分析 发表于楚雄师范学院学报2007年第4期。本论文是作者在学位论文的根底上，进一步研究西部中小城镇中学生在学习英语过程中所使用的学习策略、缺少或不能充分利用哪些策略，并且就英语学习策略和学习成绩之间的相关性进行讨论，它能够帮助中

3、学英语教师深入、系统地了解中学生所采用的英语学习策略以及学习策略与学习成绩之间的关系，了解少数民族学生与汉族学生在策略使用方面的差异，及时发现问题，从而帮助教师在今后的教学中根据他们自身的特点，有针对性地进行教学，更有效地对学生进行学习策略的指导和训练，帮助学生学会如何提高学习效率，从而有助于促进本地区英语教学的开展。论文所产生的实际影响(对作者工作及所在单位工作)作者所发表的论文立足于少数民族地区中学英语教育的实际，对促进少数民族地区中学英语教学的开展有很大帮助，同时也能为作者所在学院的英语专业毕业生从事英语教学提供一定的理论参考。所发表的论文已被作者所在单位的图书馆收录。出版专著(名称、出

4、版社、出版时间)获奖工程(名称、等级及时间中文论文摘要(论文选题的意义,论文运用的主要研究方法,主要研究成果,主要参考文献)论文中文摘要：本研究主要通过对初中彝族学生在英语学习过程中的学习策略应用情况的调查，分析他们善于使用哪些策略、缺少或不能充分利用哪些策略，并就英语学习策略和学习成绩之间的相关性进行分析和讨论。此外, 本研究还调查、分析了初中彝族学生的特殊的文化背景及学习英语的主要困难。Oxford认为，学习策略指的是学习者在语言学习中所采取的能促使学习更成功、更有针对性的一些具体行为。Chamot 认为，学习策略是学习者在语言学习中所采用的能促进学习的技巧、方法及有意识的行为。Ellis

5、 指出，策略的选用会影响学习的结果，而学习的结果又反过来影响策略的使用。Nunan 认为，学习策略的训练很重要，它不但影响学生的学习动机，还影响学生对学习策略的认识及使用。文秋芳指出，学习策略直接影响到学习的结果，不断地调整学习策略是成功的语言学习的关键因素。我国教育部在2001年公布的?全日制义务教育普通高级中学英语课程标准实验稿?中也明确指出学习策略是学生综合语言运用能力的一个重要组成局部，是提高学习效率、开展自主学习能力的保证。在前人的研究成果的根底上，本研究通过实地听课观察、问卷调查、访谈师生及对两次测试成绩的分析，对初中彝族学生在英语学习过程中的学习策略应用情况进行了研究，得出了以下

6、结果：1. 总的说来，初中彝族学生更善于使用元认知策略和社会/情感策略，但是他们不善于使用认知策略，大局部学生都不经常使用翻译策略。2. 初中彝族学生的元认知策略和社会/情感策略的使用与他们的英语学习成绩密切相关。因此，能否经常地、有效地使用元认知策略和社会/情感策略是影响他们的英语学习成绩的因素之一。3. 中、英文在语音、语法、词汇和文化背景方面的差异是初中彝族学生在英语学习中的主要障碍。此外，经济条件差也是他们学习中的一大困难。4. 初中彝族学生普遍内向、羞怯，不大喜欢开口，并且对策略的应用不太灵活，缺乏创新，但他们刻苦、学习动机强。上述研究结果说明：元认知策略和社会/情感策略在学习的过程

7、中起着重要的作用，然而，只有当把它们与认知策略结合起来使用时才能取得最正确的效果，英语语言本身的知识及学习策略方面的知识在教与学当中都是同等重要的。 因此，教师应当培养学生优化学习策略的意识并在平常的教学中重视英语学习策略方面的指导和训练，帮助学生获得良好的学习策略并养成良好的学习习惯。教师在平常的教学中要充分考虑到彝族学生特殊的文化背景及个体因素，尽量多组织师生互动活动，让他们有时机参与到活动中去。此外还应该对他们多加鼓励，以增强他们学习的自信心。最后要说明的是，尽管学习策略有助于提高学习效率，但它毕竟不是万能的，它最终还是不能取代语言学习本身，因此，英语学习要取得成功，除了会应用有效的学习

8、策略外，首先还是离不开自身的勤奋努力，教师在向学生说明学习策略的重要性及进行策略训练时要正确引导，以防学生形成“学习英语不必下苦工夫，可以走捷径的心理。References主要参考文献：Brown, A.L., and Palincsar, A.S. 1982. Inducing strategies learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities 2(1). Brown, A.L., Bransford, J. O., F

9、errara, R. A., and Campione, J. C. 1983. Learning, remembering, and understanding. In J. H. Flavell and M.Markman (Eds.), Carmichaels manual of child psychology (Vol.3.pp.77-166). New York: WileyEllis，R.1994. The Study of Second Language Acquisition. Oxford University Press. :/ bhshenzhou .2006-3-6L

10、iu Qiongzhen. 2005. Teaching Yi Students reading Comprehension in Senior Middle School: A Pragmatic Approach. Unpublished dissertation for the degree of Master of Education. Kunming: Yunnan Normal University.Luo Yan. 2005. A Study of learning Strategy for ESPFocusing on Computer English in Vocationa

11、l Schools. Unpublished dissertation for the degree of Master of Education. Kunming: Yunnan Normal University.Naiman, N., Frohlich, M., Stern, H.H., and Todesco, A. 1978. The good Language learner. Toronto: Ontario Institute for Studies in Education.Nunan, D. 1999. Second Language Teaching and Learni

12、ng. USA: Heinle & Heinle Publishers.Nunan, D. 2002. The Impact of English as a global Language on Educational Policies and Practices in the Asia-Pacific Region. TESOL Quarterly, 589-613.OMalley, J.M., and Chamot, A.U. 1990.Learning strategies in Second Language Acquisition . Cambridge University

13、 Press. Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Rowley, Mass.: Newbury House.Rubin, J. 1981. Study of cognitive process in second language learning. Applied Linguistics. 11:117-31.Rubin, J., and Thompson, I. 1982. How to be a more successful language learner. B

14、oston, Mass.: Heinle & Heinle.Rubin, J. 1987. Learner Strategies: theoretical assumption, research history and typology in Wenden and Rubin (eds.) 1987.Stern, H. 1975. What can we learn from the good language learner? Canadian Modern Language Review， 31:304- 318.Wen Qiufang. 2001. Applied Lingui

15、stics : Research Methods and Thesis Writing. Foreign Language Teaching and Research Press.陈琳，王蔷，程晓堂. ?全日制义务教育 英语课程标准解读 实验稿?. 北京师范大学出版社，2002.楚雄市教育局.?楚雄市民族教育工作情况汇报?. 2005年7月22日.戴炜栋，束定芳.“外语交际中的交际策略研究及其理论意义. 外国语. 1994, (6).龚少英. “我国学习策略研究的现状与问题. 心理科学. 2003, (1).乐莉. “第二语言习得过程中成功语言学习者的学习策略研究. 黑龙江高教研究. 2004

16、，7.黎华. “少数民族大学生英语学习策略调查与分析. 民族教育研究. 2005，(2).李月林. “少数民族学生英语学习的特殊性研究 . 西南民族大学学报·人文社科版. 2003, (8), pp.334-336. 刘 翃. “少数民族学生英语学习情况调查报告. 西南民族大学学报·人文社科版. 2003, (10), pp.334-335.刘润清，胡壮麟主编, 韩宝成编著. ?外语教学科研中的统计方法?. 外语教学与研究出版社. 2000.马广惠. “高分组学生与低分组学生在学习策略上的差异研究. 外语界. 1997, (2), pp.38-40.秦晓晴. “第二语言学习

17、策略研究的理论和实践意义. 外语教学, 1996, (4), pp.13-18.赛丹, 陈洁, 张晓燕. “英语学习策略与学习成绩的相关研究高职高专学生英语学习策略问卷调查报告 . 昆明冶金高等专科学校学报. 2002, (9).王颖. “学习策略研究评述. 北华大学学报. 2003, (4).王颖等.“初中学生学习策略开展特点. 健康心理学杂志.2003, (6).文秋芳.“英语学习成功者与不成功者在方法上的差异.外语教学与研究.1995，(3).文秋芳.?英语学习策略论?. 上海外语教育出版社，1996.吴增生.“值得重视的学习者策略的研究26.杨端和.?语言研究应用SPSS软件实例大全?

18、. 中国社会科学出版社，2004.杨丽兰. “初中生英语学习策略的现状调查与分析. 内蒙古师范人学学报(教育科学版). 2004, (8), pp.101-104.?云南省楚雄彝族自治州民族教育条例?. 1992年9月25日云南省第七届人民代表大会常务委员会第二十六次会议批准.中华人民共和国教育部制定.?关于积极推进小学开设英语课程的指导意见?.2001.中华人民共和国教育部制定. ?全日制义务教育普通高级中学英语课程标准实验稿. 人民教育出版社，2001, p.30.庄智象，束定芳. “外语学习者策略研究与外语教学. 现代外语.1994，(3), pp.28-32.专家推荐理由 该同学的论文

19、探讨彝族初中生使用相关策略进行英语学习的情况，从一个侧面反映了少数民族学生学习初中英语的状况，因而具有较强的针对性和启示作用。另外该论文的学习策略理论为指导，遵循教育部有关高中英语新课标的一些理念，因而在理论上有一定的探讨意义。最后，论文中所使用的研究方法切实可行，数据较为可靠，因此特全力推荐参加优秀学位论文的评选。 专家签字：吴相如单位推荐意见 同意推荐云南师范大学学位评定委员会主席签章：杨 林 单位公章 2008年12月17日说明：学科专业方向包括教育管理、教育技术、小学教育和学科教学，其中学科教学要说明具体方向，如学科教学数学。本表可复印、附页。分类号 密级 UDC 编号 教育硕士专业学

20、位研究生学位论文论文题目：An Empirical Study of the Yi Students English Learning Strategies in Junior Middle Schools of Chuxiong一项对楚雄州初中彝族学生英语学习策略的实证研究学 院 外语学院 专业名称 学科教学英语 研究方向 英语教育 研究生姓名 周 莉 学号 02200208034 导 师 姓名 段洁云 职称 副教授 2006 年 9月 20 日 独创性声明本人声明所呈交的学位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，除文中已经标明引用的内容外，本论文不包含任何其他个

21、人或集体已经发表或撰写过的研究成果。对本文的研究做出奉献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承当。学位论文作者签名：年 月 日学位论文版权使用授权书本学位论文作者完全了解学校有关保存、使用学位论文的规定，即：学校有权保存并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权云南师范大学可以将本学位论文的全部或局部内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。学位论文作者签名： 指导教师签名：年 月 日 年 月 日An Empirical Study of the Yi Students Eng

22、lish Learning Strategies in Junior Middle Schools of Chuxiong一项对楚雄州初中彝族学生英语学习策略的实证研究Written By Zhou Li Supervised By Associate Professor Duan JieyunDISSERTATIONSubmitted in partial fulfillment of the requirements for the degree ofMASTER OF EDUCATIONin English EducationYunnan Normal University Kunmin

23、g, P.R. ChinaSeptember 2006Table of ContentsContents PageTable of contents . . . . . . . . . . . . . . .iList of tables and figures . .vConventions and abbreviations. . viAcknowledgements. . . . . . . . . . . . . . viiStatement of authorship. . . . . . . . . . . . .ixAbstract ( in English) . . . . .

24、 . . . . . . . . xAbstract ( in Chinese) . . . . . . . . . . . . . xiiiChapter One Introduction1.1 Introduction to the study 11.2 Statement of the problems 1 The drawbacks of the present theoretical outcomes 1 The Yi students special background2 The present situation of English language teaching for

25、 the Yi students in Chuxiong 41.3 Rationale of the study 51.4 Objectives of the study61.5 Significance of the study61.6 Outline of the thesis 7Chapter Two Literature Review 2.1 Introduction 8i2.2 Definitions of learning strategies 82.3 Categories of learning strategies : an overview 92.4 Summary 14C

26、hapter Three Methodology3.1 Introduction 163.2 Specific research questions 163.3 Participants173.4 Sampling 173.5 Instruments . 18 Questionnaire . . 18 Interviews . 18 English scores of two tests 18 Classroom observations 183.6 Data collection procedures . 19 Subject selection 19 Classroom observati

27、ons 19 Questionnaire design 20 3.6.4 Pilot study .20 Delivery of the questionnaire 20 Interviews .213.7 Data analysis 21 Validity of data .21 Quantitative analysis of the data 22 Qualitative analysis of the data 233.8 Summary 23iiChapter Four Results and Discussions4.1 Introduction 244.2 Category fr

28、amework of learning strategies in this study 244.3 Results and discussions about the quantitative research 25 Correlation between beliefs and learning results. 25.1 Results of the Pearson Correlation analysis . 25.2 Findings.26 Differences between beliefs of high-achievers and low-achievers26 .1 Res

29、ults of the Independent Samples Test .26 .2 Discussions and implications. 27 Correlation between learning strategies and learning results.27 .1 Results of the Pearson Correlation analysis . 27 .2 Discussions 29 Differences between strategy application of high-achievers and low-achievers . . 29.1 Res

30、ults of the Independent Samples Test. 29 .2 Discussions. 30 Comprehensive analysis of the Yi students strategy application .30 .1 Descriptive statistics of each strategy category . 30 .2 Findings 31 The Yi students main difficulties in English learning31 .1 Frequency distribution and description of

31、the difficulties 31 .2 Results of the Pearson Correlation .31 .3 Conclusions .324.4 Results and discussions about the qualitative research32 Results of individual interviews for teachers32 Results of individual interviews for students32iii Summary of difficulties in learning .33 Findings and discuss

32、ions. 354.5 Summary.35 Chapter Five Conclusion .36 5.2 Major findings from the study36 Findings on strategy application of the Yi students 36 Findings on the correlation between the Yi students strategy application and learning results . .36 Findings on the Yi students difficulties in English learni

33、ng36 5.3 Implications.37 Theoretical implications .37 Methodological implications37 5.3.3 Practical implications38 5.3.4 Pedagogical implications. 385.4 Limitations of the study and suggestions for future research39References. 40Appendix 1 Questionnaire .43Appendix 2 Individual interview for student

34、s . 47Appendix 3 Individual interview for teachers48Appendix 4 Transcription of individual interviews for teachers49Appendix 5 Transcription of individual interviews for students52Appendix 6 Tables and figures in quantitative analysis62ivList of Tables and FiguresTable 2.1: Definitions of learning s

35、trategies .8Table 2.2: OMalley and Chamots categories of learning strategies .12Table 2.3: Oxfords classification of learning strategies .12Table 3.1: Summary of classroom observations .19Fig. 3.2: Frequency distribution of the first test . 22Table 4.1: A table for checking questionnaire items withi

36、n each category .24Table 4.2: Correlation between beliefs and learning results 25Table 4.3: Frequency distribution of beliefs No.4, 5, 9 and 19 62Table 4.4: Descriptive statistics of low-achievers and high-achievers .26Table 4.5: Correlation between learning strategies and learning results .28Table

37、4.6: Frequency distribution of strategies No.3, 6 and 12 63Table 4.7: Frequency of strategies No.13, 15, 16 and 18 .28Table 4.8: Significance value of strategy No.12 . 29Table 4.9: Summary of strategy application of each category 30Table 4.10: Descriptive statistics of each strategy category . 64Fig

38、. 4.11: Frequency distribution of the main difficulties . 65Table 4.12: Interpretation of difficulties in English learning . 31Table 4.13: Description of learning difficulties . 32Table 4.14: Summary of Part One: background . 33Table 4.15: Summary of Part Two: beliefs . 33Table 4.16: Summary of lear

39、ning difficulties . 34Table 4.17: Summary of Part Three: learning strategies .34vConventions and AbbreviationsSPSS Statistical Package for Social ScienceSig. significanceStd. Dev standard deviationFig. figuresS1 student 1T1 teacher 1Ss studentsNo. numberviAcknowledgmentsThe preparation for the degre

40、e and the completion of this thesis first owe immense thanks to School of Foreign Languages, Yunnan Normal University. Thus, as the final version of this thesis makes its appearance after three and a half years of hard work, the author feels it necessary to acknowledge all those who have contributed

41、 during this endeavor.I would like to express my cordial gratitude to Associate Prof. Duan Jieyun, my supervisor, for her incisive instruction during my undergraduate years, from which I benefited a lot. Moreover, Id like to thank her for her warm encouragement and enlightening suggestions during th

42、e course of my thesis writing, and also for her timely help and her efforts to proofread my thesis. All these are indispensable to the completion of this paper.My sincere thanks also go to Prof. Huo Yongshou for his trust, encouragement and persistent help during years of study in my undergraduate a

43、nd postgraduate courses, and also for his valuable suggestions to my thesis writing.Special thanks are then due to Associate Prof. Li Shaoling for her enlightening and valuable suggestions, timely help and warm encouragement, and also for her efforts to proofread my thesis.I also wish to thank Prof.

44、 Yang Duanhe for his insightful and enlightening instruction of the statistical knowledge about the advanced software, SPSS, which helped me a lot in the analysis of the data collected in this study.For their wonderful lectures and various acts of help during my studies, I am deeply indebted to the

45、following professors: Prof. Liu Shoulan, Prof. He Changyi, Prof. Huo Yongshou (again), Prof. Li Lisheng, Prof. Yang Duanhe (again), Prof. Yuan Yichuan, Prof. Liu Hanyu, Prof. Zhang Keqin and Associate Prof. Li Shaoling (again).My special thanks also go to Associate Prof. Liu Kaifu, Dean of English v

46、iiDepartment of Chuxiong Normal University for his support and valuable suggestions.Also I would like to thank my colleague, Mr. Xie Lidong for his help with the technical problems I encountered during the data analysis in this study.Furthermore, I wish to thank my classmates and friends for their f

47、riendship, especially Ms. Xia Guangmei, for her encouragement and help.Moreover, Id like to thank all the informants in Zi Xi Middle School, including the teachers who provided me with the samples and the data, the teachers and students interviewed and the students who finished the questionnaire. Fi

48、nally, I owe many debts to my husband who shared my worries and joys and gave me his persistent understanding and support in my study, and also my parents who devoted their time and energy to the care of my young baby.viiiStatement of AuthorshipThis thesis does not contain any material that has been

49、 presented by me for the award of any other degree or diploma in any tertiary institution and that, to the best of my knowledge and belief, this dissertation does not contain any material previously published or written by another person except where due reference is made in the text of the present

50、thesis. The thesis has been written by myself under the supervision of my supervisor.No other persons work has been used without due acknowledgement in the main text of this thesis.I agree that bound copy of this thesis may be available for consultation within the library of Yunnan Normal University

51、, Kunming, PRC. I understand that my consent is required only for three years following acceptance of my thesis.Signature:Date:ixAbstractThis study is intended to investigate how the junior Yi students employ learning strategies in their English learning. The study involves an analysis of the present teaching of English in Middle schools of Chuxiong, an analysis of the Yi