發(fā)布時(shí)間：2018-09-17 20:32

【摘要】：近年來(lái)，外語(yǔ)教學(xué)研究呈現(xiàn)出多層次、多元化的發(fā)展方向，研究的重點(diǎn)從教學(xué)方法轉(zhuǎn)為學(xué)習(xí)者個(gè)體差異。在制約外語(yǔ)學(xué)習(xí)的個(gè)體差異（年齡、語(yǔ)言潛能、認(rèn)知風(fēng)格、學(xué)習(xí)態(tài)度、學(xué)習(xí)策略）中，學(xué)習(xí)策略是很重要的一個(gè)因素。改革開(kāi)放后，我們國(guó)家學(xué)習(xí)外語(yǔ)的人越來(lái)越多，但真正熟練掌握運(yùn)用比例并不高，造成這一現(xiàn)象有很多原因，缺乏行之有效的學(xué)習(xí)策略是無(wú)法回避的因素之一，，因?yàn)檎Z(yǔ)言能力的形成和發(fā)展依賴于語(yǔ)言知識(shí)的掌握，而知識(shí)要轉(zhuǎn)化為能力就需要策略作為中介。 醫(yī)學(xué)類院校學(xué)生作為高等學(xué)校學(xué)生群體的一部分具有普遍性和特殊性。他們都經(jīng)歷過(guò)高考、掌握較多外語(yǔ)知識(shí)、具有一定英語(yǔ)實(shí)用技能。而以醫(yī)學(xué)及相關(guān)專業(yè)為主的這一部分學(xué)生專業(yè)性質(zhì)比較強(qiáng)，社會(huì)總體對(duì)他們的要求也比較高。作為工具，外語(yǔ)在臨床實(shí)踐和科學(xué)研究中有很大作用。但是，目前對(duì)醫(yī)學(xué)類院校學(xué)生使用學(xué)習(xí)策略方面的研究較少，因此，進(jìn)行醫(yī)學(xué)類高校學(xué)生學(xué)習(xí)策略研究有著重要的現(xiàn)實(shí)意義。 本研究通過(guò)定量設(shè)計(jì)調(diào)查了醫(yī)學(xué)類院校學(xué)生學(xué)習(xí)策略使用情況以及與英語(yǔ)成績(jī)的關(guān)系。研究對(duì)象選自山東省內(nèi)五所醫(yī)學(xué)院2009級(jí)臨床醫(yī)學(xué)專業(yè)的二年級(jí)學(xué)生，男女共190名。研究工具主要使用Oxford編制的包括記憶策略、認(rèn)知策略、補(bǔ)償策略、元認(rèn)知策略、情感策略、社交策略的調(diào)查問(wèn)卷，并應(yīng)用SPSS13.0對(duì)收集到的數(shù)據(jù)進(jìn)行整理分析。首先，對(duì)省內(nèi)五所醫(yī)學(xué)院學(xué)生使用學(xué)習(xí)策略的情況進(jìn)行描述性統(tǒng)計(jì)分析。其次，利用皮爾遜相關(guān)分析對(duì)學(xué)習(xí)策略同英語(yǔ)成績(jī)之間的相關(guān)性進(jìn)行驗(yàn)證。最后，使用獨(dú)立樣本T檢驗(yàn)?zāi)信约俺晒W(xué)習(xí)者和不成功學(xué)習(xí)者在使用學(xué)習(xí)策略上的差異。 研究結(jié)果表明：（1）研究對(duì)象學(xué)習(xí)策略的總體使用頻率不高，屬于中等水平；（2）六類學(xué)習(xí)策略中，補(bǔ)償策略與成績(jī)的相關(guān)性最強(qiáng)；（3）女生學(xué)習(xí)策略使用的范圍和頻率基本高于男生，但沒(méi)有明顯差異，男女生在學(xué)習(xí)策略使用上的最大差異在于社會(huì)情感策略；成功學(xué)習(xí)者在使用學(xué)習(xí)策略的范圍和頻率上優(yōu)于不成功學(xué)習(xí)者。 本研究豐富了對(duì)醫(yī)學(xué)類院校學(xué)習(xí)策略的研究，進(jìn)一步地?cái)U(kuò)大了學(xué)習(xí)策略在中國(guó)的研究范圍。
[Abstract]:In recent years, foreign language teaching research has shown a multi-level, diversified development direction, the focus of the research from teaching methods to individual differences. In the individual differences (age, language potential, cognitive style, learning attitude, learning strategy), learning strategy is an important factor in foreign language learning. After the reform and opening up, more and more people in our country are learning foreign languages, but the proportion of real proficiency in using foreign languages is not high. There are many reasons for this phenomenon. The lack of effective learning strategies is one of the unavoidable factors. The formation and development of language competence depends on the mastery of language knowledge, and the transformation of knowledge into competence requires strategy as an intermediary. As a part of college students, medical college students have universality and particularity. They have experienced the college entrance examination, master more foreign language knowledge, have certain practical English skills. This part of the students majoring in medicine and related majors has a strong professional nature, and the society as a whole has higher demands on them. As a tool, foreign languages play an important role in clinical practice and scientific research. However, there are few studies on the use of learning strategies in medical colleges and universities, so it is of great practical significance to study the learning strategies of medical college students. This study investigated the use of learning strategies and their relationship with English achievement by quantitative design. The subjects of the study were 2009 grade 2 students, male and female, from five medical schools in Shandong province. The research tools include memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies, which are compiled by Oxford. The data collected are analyzed by SPSS13.0. First, descriptive statistical analysis was carried out on the use of learning strategies by students in five medical schools in the province. Secondly, Pearson correlation analysis is used to verify the correlation between learning strategies and English achievement. Finally, an independent sample T was used to test the differences in the use of learning strategies between male and female students and between successful and unsuccessful learners. The results show that: (1) the overall frequency of learning strategies is not high and belongs to the medium level; (2) among the six learning strategies, the correlation between compensation strategies and performance is the strongest. (3) the range and frequency of female students' learning strategies are basically higher than that of boys, but there is no obvious difference. The biggest difference between male and female students in the use of learning strategies lies in social affective strategies; Successful learners are superior to unsuccessful learners in the range and frequency of using learning strategies. This study enriches the study of learning strategies in medical colleges and further expands the scope of research on learning strategies in China.
【學(xué)位授予單位】：山東農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H319;G642

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