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
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1、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二一五年五月十日University Code10125Major Code 050211Shanxi University of Finance & EconomicsThesis for Masters DegreeAn Empirical Study on English LearningStrategies ofCollege English Poor LearnersNameGaoJia
2、Major Foreign Linguistics and Applied LinguisticsResearch OrientationSchoolTutorEnglish TeachingFaculty of Business Foreign LanguageLi Hong-liMay 10, 2015学位论文原创性声明本人郑重声明:所呈交的学位论文,是本人在导师的指导下,独立进行研究工作所取得的成果。除文中已经注明引用的内容外,本论文不包含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究所做出重要贡献的个人和集体,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
3、担。学位论文作者签名:日期: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管、使用学位论文的规定,同意学校保留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。本人授权山西财经大学可以将本学位论文的全部或部分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。书。本学位论文属于保密,不保密。在(请在以上方框内打“”)学位论文作者签名:年解密后适用本授权指导教师签名:日期:年月日日期:年月日AbstractAt the beginning of 1970s, a standstill of foreign language tea
4、ching methodologyresearch and the rapid development of cognitive psychology promoted the focus offoreign language teaching research turned from the study about how teachers “teach” tothe study about how students “learn”. Under this background, a world-wide study offoreign language learning strategie
5、s began from then on. In 1984, a thesis named “Aninvestigation of learning strategies in oral communication that Chinese EFL learners inChina employ” was finished by Chinese scholar Huang Xiaohua in The ChineseUniversity of Hong Kong, it marked the study of English learning strategies started inChin
6、a. During the past 30 years, although numerous achievements have been got in thefield of learning strategies, there were few research achievements on the learningstrategies of college English poor learners. So, with the title of “An Empirical Study onLearning Strategies of College English Poor Learn
7、ers”, the thesis chose 602non-English major students in Shanxi University of Finance and Economics as subjects,and used questionnaire survey method and interview method to develop a series ofresearches. The Strategies Inventory for Language Learning (SILL), which wasdesigned by Rebecca Oxford (1990)
8、, was used as a research tool in the study. Firstly wecompared the similarities and differences on the using of learning strategies using levelof 146 English good learners and 146 English poor learners with the help of the SPSSstatistical software, and explored the relationship between English score
9、s of collegeentrance examination and learning strategies. Then we investigated 302 English poorlearners strategies using level, and added with the interview results of 30 English poorlearners who were chosen at random, we found the influencing factors to the Englishlearning strategies using level of
10、 college English poor learners, and put forward foursuggestions 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 andpoor lea
11、rners showed that English good learners using level on memory strategies,cognitive strategies, meta-cognitive strategies, compensation strategies, affectivestrategies, social strategies and total strategies are all much higher than English goodlearners, and the differences have the statistical signi
12、ficance.2. A significant correlation between English achievements and strategies can beshown.iThe test results on the correlation between English achievements of collegeentrance examination and English learning strategies showed that there are significantcorrelations between English achievements of
13、college entrance examination andmemory strategies, cognitive strategies, meta-cognitive strategies, compensationstrategies, affective strategies, and social strategies. The degree of correlation betweenachievements and meta-cognitive strategies is the largest one among the six, and thecoefficient of
14、 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 collegeEnglish poor learners is only 2.67 points, and according to Oxfords explanation, thescore is in the framework of “g
15、eneral “, and tends to” usually dont use”. The using levelof 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 Engli
16、sh Poor Learners learning strategies using range is wide.Although there is only one strategy that poor learners can often use in the 50concrete strategies, scores of the other 49 strategies are all above 1.4, it means there isno one strategy that they never used. So, it can be seen that for college
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- 大学 英语 不善 学者 学习 策略 实证 研究 山西 财经大学
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