大学英语不善学者学习策略实证地研究—以山西财经大学为例.doc

学校代码


10125


专业代码 050211

硕 士 学 位 论 文

大学英语不善学者学习策略的实证研究
——以山西财经大学为例

姓

专


名

业


高 佳

外国语言学及应用语言学

研究方向

所属学院

指导教师

英语教学

经贸外语学院

李红丽

二〇一五年五月十日

University Code


10125


Major Code 050211

Shanxi University of Finance & Economics

Thesis for Master’s Degree

An Empirical Study on English Learning

Strategies of

College English Poor Learners

Name


Gao


Jia

Major Foreign Linguistics and Applied Linguistics

Research Orientation

School

Tutor

English Teaching

Faculty of Business Foreign Language

Li Hong-li

May 10, 2015

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Abstract
At the beginning of 1970s, a standstill of foreign language teaching methodology
research and the rapid development of cognitive psychology promoted the focus of
foreign language teaching research turned from the study about how teachers “teach” to
the study about how students “learn”. Under this background, a world-wide study of
foreign language learning strategies began from then on. In 1984, a thesis named “An
investigation of learning strategies in oral communication that Chinese EFL learners in
China employ” was finished by Chinese scholar Huang Xiaohua in The Chinese
University of Hong Kong, it marked the study of English learning strategies started in
China. During the past 30 years, although numerous achievements have been got in the
field of learning strategies, there were few research achievements on the learning
strategies of college English poor learners. So, with the title of “An Empirical Study on
Learning Strategies of College English Poor Learners”, the thesis chose 602
non-English major students in Shanxi University of Finance and Economics as subjects,
and used questionnaire survey method and interview method to develop a series of
researches. The Strategies Inventory for Language Learning (SILL), which was
designed by Rebecca Oxford (1990), was used as a research tool in the study. Firstly we
compared the similarities and differences on the using of learning strategies using level
of 146 English good learners and 146 English poor learners with the help of the SPSS
statistical software, and explored the relationship between English scores of college
entrance examination and learning strategies. Then we investigated 302 English poor
learners’ strategies using level, and added with the interview results of 30 English poor
learners who were chosen at random, we found the influencing factors to the English
learning strategies using level of college English poor learners, and put forward four
suggestions finally. The research conclusions and suggestions were as follows:
1. Good English learners’ strategies using level is much higher than poor learners’.
A comparison results of strategies using level between English good learners and
poor learners showed that English good learners’ using level on memory strategies,
cognitive strategies, meta-cognitive strategies, compensation strategies, affective
strategies, social strategies and total strategies are all much higher than English good
learners’, and the differences have the statistical significance.
2. A significant correlation between English achievements and strategies can be
shown.

i

The test results on the correlation between English achievements of college
entrance examination and English learning strategies showed that there are significant
correlations between English achievements of college entrance examination and
memory strategies, cognitive strategies, meta-cognitive strategies, compensation
strategies, affective strategies, and social strategies. The degree of correlation between
achievements and meta-cognitive strategies is the largest one among the six, and the
coefficient of correlation is 0.806.
3. College English poor learners’ learning strategies using level is in general.
According to the results of the survey, the means of learning strategies for college
English poor learners is only 2.67 points, and according to Oxford’s explanation, the
score is in the framework of “general “, and tends to” usually don't use”. The using level
of six strategies can be arranged from high to low like this: compensation strategies
(2.90) → social strategies (2.73)→cognitive strategies (2.68)→memory strategies
(2.66)→meta-cognitive strategies (2.60)→affective strategies (2.51).
4. College English Poor Learners’ learning strategies using range is wide.
Although there is only one strategy that poor learners can often use in the 50
concrete strategies, scores of the other 49 strategies are all above 1.4, it means there is
no one strategy that they never used. So, it can be seen that for college English poor
learners although the using level is in general, the using range is wide.
5. Teachers are the important factors affecting college English poor learners’
strategies using level.
From the results of investigations and interviews, we can see the reason caused
college English poor learners lack of learning strategies consciousness is that some
English teachers are lack of strategies consciousness and the low using level of learning
strategies.
6. The weakness on basic knowledge restricts college English poor learners’
strategies using level.
The results of interviews and investigations showed that the weakness of basic
knowledge restricts college English poor learners’ use to some certain strategies, the
results provides a valuable reference for the future strategies training research and how
to arrange the order of training contents.
Based on the research conclusions, the thesis put forward the following four
suggestions to the English teaching reform in Shanxi University of Finance and

ii

Economics: 1.To construct a new mode of college English teaching, which is based on
strategies training; 2.To strengthen teachers’ and students’ strategies consciousness and
improve their strategies using level; 3.To implement a different strategies training to
different groups of college English poor learners; 4. To construct an internal and
external training model for the college English poor learners.
Key words: College English; English Poor Learners; English Good Learners;
English Learning Strategies; Investigation Study

iii

摘


要

20 世纪 70 年代初，随着外语教学法研究的停滞不前以及认知心理学的迅速发

展，外语教学研究的重点也逐渐从研究教师如何“教”转向研究学生如何“学”。

在此背景下，一场世界范围内的外语学习策略研究也从此拉开了帷幕。1984 年，

我国学者黄小华在香港中文大学完成了以“An investigation of learning strategies in

oral communication that Chinese EFL learners in China employ”为题的硕士论文，标

志着我国的英语学习策略研究由此开始。三十年来，尽管学者们已在英语学习策

略研究领域中取得了丰硕的成绩，但有关大学英语不善学者学习策略的相关研究

却鲜见。为此，本文以“大学英语不善学者学习策略的实证研究”为题，以山西

财经大学的 602 名一年级非英语专业学生为调查对象，采用问卷调查法和访谈法

展开了相关的研究。研究中以 Oxford 编制的语言学习策略调查表为调查工具，借

助 SPSS 数据统计软件，首先考查了 146 名英语善学者和 146 名英语不善学者策略

使用的异同点，并就英语成绩与策略使用水平的相关性做了检验，随后测查了 302

名英语不善学者的策略使用水平，并结合对随机抽取的 30 名大学英语不善学者的

访谈研究结果，全面考查了英语不善学者的策略使用现状，并揭示出了影响其策

略意识形成与策略使用水平的相关因素，研究结果表明：

1. 善学者的策略使用水平远高于不善学者。

英语善学者与不善学者策略使用水平的比较结果表明，善学者对记忆策略、

认知策略、元认知策略、补偿策略、情感策略、社交策略，以及总策略的使用水

平均要高于不善学者，且二者间的这种差异具有统计学意义。

2. 英语成绩与策略使用水平呈显著正相关。

高考英语成绩与英语学习策略使用水平的相关性检验结果显示，成绩与记忆

策略、认知策略、元认知策略、补偿策略、情感策略和社交策略均在.000 的水平

上呈现出显著正相关，且相关程度最大的是元认知策略，相关系数为 0.806。

3. 大学英语不善学者的策略使用水平一般。

根据问卷调查研究的结果可知，不善学者策略使用的总水平仅为 2.67 分，根

据 Oxford 对策略使用水平的解释，被试的策略使用水平为一般，且趋向于通常使

用。此外，被试对六种策略的使用水平从高到低依次是补偿策略(2.90)→社交策略

(2.73)→认知策略(2.68)→记忆策略(2.66)→元认知策略(2.60)→情感策略(2.51)。

iv

4．大学英语不善学者的策略使用范围较广。

虽然在 50 个具体的策略项目中，大学英语不善学者能够做到经常使用的只有

1 项，但在其余的 49 个项目中，没有任何一项是他们从不使用的，这充分表明他

们的策略使用范围较广。

5. 教师是影响不善学者策略使用水平的重要因素。

根据问卷调查及访谈结果可知，教师是影响不善学者策略使用水平的重要因

素,具体表现为教师的策略意识及策略使用水平，均会影响不善学者策略意识的形

成及策略的使用水平。

6. 基础知识的薄弱制约了不善学者对部分策略的使用。

根据问卷调查及访谈结果可知，基础知识的薄弱严重制约了不善学者对部分

策略的使用。这一研究发现对日后英语不善学者学习策略培训的相关研究具有一

定的参考价值。

根据上述研究结论，本文对山西财经大学的大学英语教学改革提出了四点建

议：1.建构一个基于策略培训的大学英语教学模式；2.努力增强教师和学生的策略

意识，并努力提高其策略使用水平；3.针对不同类型的不善学者实施有针对性的策

略培训；4.为大学英语不善学者建构一个内外兼修的策略培训模式。

关键词：大学英语；英语不善学者；英语善学者；英语学习策略；调查研究

v

Contents

Abstract（English） ........................................................................................................i

Abstract (Chinese) ..........................................................................................................iv
Chapter One Introduction ..............................................................................................1
1.1 Research background............................................................................................1
1.2 Definition of college English poor learners..........................................................2
1.3 Research purpose and significance.......................................................................2
1.3.1 Research purpose ........................................................................................2
1.3.2 Research significance .................................................................................2
1.4 Organization of the thesis .....................................................................................2

Chapter Two Literature Review.....................................................................................4
2.1 Definitions of language learning strategies ..........................................................4
2.1.1 Research results of foreign scholars ...........................................................4
2.1.2 Research results of domestic scholars ........................................................6
2.2 Classification of language learning strategies ......................................................8
2.2.1 Research results at abroad ..........................................................................8
2.2.2 Research results at home ..........................................................................10
2.3 Research status of learning strategies to college English poor learners ............. 11

Chapter Three Methodology ........................................................................................14
3.1 Research subjects................................................................................................14
3.2 Research questions .............................................................................................14
3.3 Research instruments ..........................................................................................14
3.4 Research procedures ...........................................................................................15

Chapter Four Major Results and Data Analysis ........................................................16
4.1 Comparative study between good learners and poor learners ............................16
4.2 Correlation analysis between scores and strategies ............................................17
4.3 Investigation results and data analysis on the general using level .....................17
4.4 Investigation results and data analysis to the six strategies................................20
4.4.1 Investigation results and data analysis of memory strategies...................20
4.4.2 Investigation results and data analysis of cognitive strategies .................22
4.4.3 Investigation results and data analysis of compensation strategies ..........25
4.4.4 Investigation results and data analysis of meta-cognitive strategies ........26
4.4.5 Investigation results and data analysis of affective strategies ..................29

4.4.6 Investigation results and data analysis of social strategies.......................31
4.5 Summary.............................................................................................................33

Chapter Five Research Conclusions and Suggestions ................................................34
5.1 Research conclusions..........................................................................................34
5.2 Research suggestions ..........................................................................................35
5.3 Research prospect ...............................................................................................37

References.......................................................................................................................38
Acknowledgments ..........................................................................................................43
Appendix Questionnaire Investigation on English Learning Strategies...................44
Publications ....................................................................................................................46

目 录

英文摘要 ......................................................................................................................... i

中文摘要 ....................................................................................................................... iv

第一章 引言 .................................................................................................................. 1

1.1 研究背景 ........................................................................................................... 1

1.2 概念界定 .......................................................................................................... 2

1.3 研究目的及意义 ............................................................................................... 2

1.3.1 研究目的 ................................................................................................. 2

1.3.2 研究意义 ..............................