中國遠程教育外語學(xué)習(xí)者學(xué)習(xí)策略研究
發(fā)布時間：2021-01-26 10:33
自二十世紀七十年代以來,關(guān)于外語學(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)者使用策略的意識并加深了對影響學(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)者為研究對象,對于遠程教育外語學(xué)習(xí)者的學(xué)習(xí)策略的相關(guān)研究并不多見。本文根據(jù)國內(nèi)外學(xué)者的研究成果,通過調(diào)查問卷與面談的方法,對我國遠程外語學(xué)習(xí)者的學(xué)習(xí)策略使用情況做了一個簡要的分析,并從中得到了一些啟示。 本文由六章構(gòu)成。 第一章簡要介紹了遠程教育的興起的背景,遠程教育英語學(xué)習(xí)者的特點以及學(xué)習(xí)自主性和自我調(diào)節(jié)學(xué)習(xí)對于遠程教育學(xué)習(xí)者的重要性。 第二章對國內(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簡要的回顧。主要集中在以下幾個方面:學(xué)習(xí)策略的定義,分類,特點以及外語學(xué)習(xí)策略在遠程教育學(xué)習(xí)中的重要性。 第三章探討了影響英語學(xué)習(xí)者策略使用的因素。這些因素可以概括分為兩點:環(huán)境因素和學(xué)習(xí)者因素。環(huán)境因素又可分為社會環(huán)境,學(xué)校環(huán)境和語言學(xué)習(xí)任務(wù)。學(xué)習(xí)者因素主要指學(xué)習(xí)者的語言水平;觀念,態(tài)度,動機;認知方式;以及學(xué)習(xí)者的性別和年齡等。 第四章設(shè)計了兩份問卷以調(diào)查中國遠程教育英語學(xué)習(xí)...
【文章來源】：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
【文章頁數(shù)】：84 頁
【學(xué)位級別】：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)位論文評閱及答辯情況表
本文編號：3000956
【文章來源】：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
【文章頁數(shù)】：84 頁
【學(xué)位級別】：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)位論文評閱及答辯情況表
本文編號：3000956
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