中國(guó)遠(yuǎn)程教育外語(yǔ)學(xué)習(xí)者學(xué)習(xí)策略研究
發(fā)布時(shí)間：2021-01-26 10:33
自二十世紀(jì)七十年代以來(lái),關(guān)于外語(yǔ)學(xué)習(xí)策略的研究不斷深入。研究者所做的大量研究大大地提高了學(xué)習(xí)者使用策略的意識(shí)并加深了對(duì)影響學(xué)習(xí)策略使用的因素的了解。但是多數(shù)的研究都是以接受傳統(tǒng)課堂教學(xué)的學(xué)習(xí)者為研究對(duì)象,對(duì)于遠(yuǎn)程教育外語(yǔ)學(xué)習(xí)者的學(xué)習(xí)策略的相關(guān)研究并不多見(jiàn)。本文根據(jù)國(guó)內(nèi)外學(xué)者的研究成果,通過(guò)調(diào)查問(wèn)卷與面談的方法,對(duì)我國(guó)遠(yuǎn)程外語(yǔ)學(xué)習(xí)者的學(xué)習(xí)策略使用情況做了一個(gè)簡(jiǎn)要的分析,并從中得到了一些啟示。 本文由六章構(gòu)成。 第一章簡(jiǎn)要介紹了遠(yuǎn)程教育的興起的背景,遠(yuǎn)程教育英語(yǔ)學(xué)習(xí)者的特點(diǎn)以及學(xué)習(xí)自主性和自我調(diào)節(jié)學(xué)習(xí)對(duì)于遠(yuǎn)程教育學(xué)習(xí)者的重要性。 第二章對(duì)國(guó)內(nèi)外在學(xué)習(xí)策略研究方面所取得的主要成就作了一個(gè)簡(jiǎn)要的回顧。主要集中在以下幾個(gè)方面:學(xué)習(xí)策略的定義,分類,特點(diǎn)以及外語(yǔ)學(xué)習(xí)策略在遠(yuǎn)程教育學(xué)習(xí)中的重要性。 第三章探討了影響英語(yǔ)學(xué)習(xí)者策略使用的因素。這些因素可以概括分為兩點(diǎn):環(huán)境因素和學(xué)習(xí)者因素。環(huán)境因素又可分為社會(huì)環(huán)境,學(xué)校環(huán)境和語(yǔ)言學(xué)習(xí)任務(wù)。學(xué)習(xí)者因素主要指學(xué)習(xí)者的語(yǔ)言水平;觀念,態(tài)度,動(dòng)機(jī);認(rèn)知方式;以及學(xué)習(xí)者的性別和年齡等。 第四章設(shè)計(jì)了兩份問(wèn)卷以調(diào)查中國(guó)遠(yuǎn)程教育英語(yǔ)學(xué)習(xí)...
【文章來(lái)源】：山東大學(xué)山東省 211工程院校 985工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：84 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Introduction
Chapter One Background on China Distance Learning
1.1 Why Distance Learning
1.2 The Characteristics of Distance Learners
1.2.1 The Different Types of Distance EFL learners
1.2.2 The Difficulties Encountered by Distance EFL Learners
1.3 A Need for Learner Autonomy and Self-regulated Learning
1.3.1 Theoretical Basis----Cognitive Psychology
1.3.2 Self-regulated Learning and Distance Education
1.4 A Need for Study on Distance Learners' Language Learning Strategies
Chapter Two Research Review on LLS
2.1. Definitions of LLS
2.2. Main Features of LLS
2.3.Classifications of Language Learning Strategies
2.4. Effectiveness and Orchestration of L2 Learning Strategies
2.5. Importance of LLS in Distance Learning
Chapter Three The Factors Affecting the Choice of LLS
3.1 Situational Factors
3.1.1 Social Setting
3.1.2 School Setting
3.1.3 Learning Tasks
3.2 Learner Factors
3.2.1. Learners' Language Performance
3.2.2 Gender Differences
3.2.3. Learners' Motivation, Attitudes, and Beliefs
3.2.4. Learning Styles
Chapter Four Methodology of the Current Study
4.1. Research Questions
4.2. Participants
4.3. Instrument
4.4. Methods and Procedures
Chapter Five Results and Discussions
5.1. The Use of LLS by Distance EFL Learners
5.1.1. Cognitive Strategies
5.1.2. Memory Strategies
5.1.3. Compensation Strategies
5.1.4. Metacognitive Strategies
5.1.5. Social-affective Strategies
5.2 LLS Used by Good and Poor Distance EFL learners
5.3. Factors in Successful Distance Language Learning
Chapter Six Educational Implications and LLS Instruction
6.1 The Goal of Strategy-based Instruction
6.2 Research about Learning Strategy Instruction
6.3 Approaches to Teaching LLS
6.3.1 Uninformed Strategy Instruction
6.3.2 Direct and Integrated Instruction
6.4 LLS Instruction in Distance Language Learning
6.4.1 Stages to Self-regulated Learning
6.4.2 The Role of Tutors/Teachers in Strategy-based Instruction
6.5 Summary
Bibliography
Appendix A: Questionnaire on Language Learning Strategies by Distance EFL Learners
Appendix B: Survey on Factors Affecting the Success in Distance Language Learning
Acknowledgements
攻讀學(xué)位期間發(fā)表論文
學(xué)位論文評(píng)閱及答辯情況表
本文編號(hào)：3000956
【文章來(lái)源】：山東大學(xué)山東省 211工程院校 985工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：84 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Introduction
Chapter One Background on China Distance Learning
1.1 Why Distance Learning
1.2 The Characteristics of Distance Learners
1.2.1 The Different Types of Distance EFL learners
1.2.2 The Difficulties Encountered by Distance EFL Learners
1.3 A Need for Learner Autonomy and Self-regulated Learning
1.3.1 Theoretical Basis----Cognitive Psychology
1.3.2 Self-regulated Learning and Distance Education
1.4 A Need for Study on Distance Learners' Language Learning Strategies
Chapter Two Research Review on LLS
2.1. Definitions of LLS
2.2. Main Features of LLS
2.3.Classifications of Language Learning Strategies
2.4. Effectiveness and Orchestration of L2 Learning Strategies
2.5. Importance of LLS in Distance Learning
Chapter Three The Factors Affecting the Choice of LLS
3.1 Situational Factors
3.1.1 Social Setting
3.1.2 School Setting
3.1.3 Learning Tasks
3.2 Learner Factors
3.2.1. Learners' Language Performance
3.2.2 Gender Differences
3.2.3. Learners' Motivation, Attitudes, and Beliefs
3.2.4. Learning Styles
Chapter Four Methodology of the Current Study
4.1. Research Questions
4.2. Participants
4.3. Instrument
4.4. Methods and Procedures
Chapter Five Results and Discussions
5.1. The Use of LLS by Distance EFL Learners
5.1.1. Cognitive Strategies
5.1.2. Memory Strategies
5.1.3. Compensation Strategies
5.1.4. Metacognitive Strategies
5.1.5. Social-affective Strategies
5.2 LLS Used by Good and Poor Distance EFL learners
5.3. Factors in Successful Distance Language Learning
Chapter Six Educational Implications and LLS Instruction
6.1 The Goal of Strategy-based Instruction
6.2 Research about Learning Strategy Instruction
6.3 Approaches to Teaching LLS
6.3.1 Uninformed Strategy Instruction
6.3.2 Direct and Integrated Instruction
6.4 LLS Instruction in Distance Language Learning
6.4.1 Stages to Self-regulated Learning
6.4.2 The Role of Tutors/Teachers in Strategy-based Instruction
6.5 Summary
Bibliography
Appendix A: Questionnaire on Language Learning Strategies by Distance EFL Learners
Appendix B: Survey on Factors Affecting the Success in Distance Language Learning
Acknowledgements
攻讀學(xué)位期間發(fā)表論文
學(xué)位論文評(píng)閱及答辯情況表
本文編號(hào)：3000956
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