本文旨在探索高職學(xué)生的語言學(xué)習(xí)風(fēng)格和策略，揭示語言學(xué)習(xí)風(fēng)格與策略的關(guān)系及性別差異在語言學(xué)習(xí)風(fēng)格和策略偏好中的作用。這項(xiàng)研究一是了解學(xué)生個(gè)體的認(rèn)知語言偏好，二是識別學(xué)生的語言學(xué)習(xí)策略。此外，“放聲式”教學(xué)法用來確定學(xué)生閱讀過程中的認(rèn)知策略和元認(rèn)知策略。所有調(diào)查結(jié)果通過SPSS進(jìn)行分析。研究分析發(fā)現(xiàn)：大部分學(xué)生的學(xué)習(xí)風(fēng)格偏好傾向于“傾聽式”學(xué)習(xí)法和個(gè)體學(xué)習(xí)法，學(xué)習(xí)策略傾向于認(rèn)知策略的運(yùn)用。學(xué)習(xí)風(fēng)格和策略的關(guān)系研究表明：“視覺”學(xué)習(xí)風(fēng)格與情感認(rèn)知策略關(guān)系密切；“傾聽式”學(xué)習(xí)風(fēng)格與記憶、認(rèn)知、情感及交際策略關(guān)系密切；個(gè)體學(xué)習(xí)風(fēng)格與推理策略關(guān)系密切�！胺怕暿健苯虒W(xué)法測試表明，學(xué)生在閱讀過程中實(shí)際上都在使用不同的認(rèn)知和元認(rèn)知策略。這項(xiàng)研究存在一定的局限性：參與研究的對象沒有普遍性；研究中并沒有涉及到所有的語言策略；除性別外，學(xué)習(xí)者的其它個(gè)性差異在認(rèn)知和分析中并沒有提到，盡管存在局限性，但該研究也有一些重要發(fā)現(xiàn)。這些研究結(jié)果將會引起教師和學(xué)生對于自身學(xué)習(xí)風(fēng)格和策略的重視，從而促進(jìn)英語語言學(xué)習(xí)的成功。 

【文章來源】：西北大學(xué)陜西省 211工程院校

【文章頁數(shù)】：84 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract in Chinese
Abstract in English
Table of Contents
Chapter 1 Introduction
    1.1 Purpose of Study
    1.2 Research Questions
    1.3 Significance of the Study
Chapter 2 Literature Review
    2.1 Introduction
    2.2 Learning Styles
        2.2.1 Definitions
        2.2.2 Dimensions
        2.2.3 Research on Learning Style
        2.2.4 Comment on Learning Styles
    2.3 Language Learning Strategy
        2.3.1 Definitions
        2.3.2 Categories of Language Learning Strategies
            2.3.2.1 Rubin's Classification
            2.3.2.2 O'Malley's Classification
            2.3.2.3 Oxford's Classification
    2.4 Research on Language Learning Strategies
        2.4.1 Studies Involving Successful and Unsuccessful Language Learners
        2.4.2 Studies Investigating Factors Affecting Strategy Choices
        2.4.3 Learning Strategies Research in China
    2.5 Differences between Learning Styles and Language Learning Strategies
Chapter 3 Methodology
    3.1 Introduction
    3.2 Research Design
    3.3 Instruments
    3.4 Participants
    3.5 Data Collecting
        3.5.1 Perceptual Learning Style Preference Questionnaire
        3.5.2 Strategy Inventory for Language Learning
        3.5.3 Think Aloud Protocols
    3.6 Data Collection Procedures
    3.7 Data Analyses
Chapter 4 Findings and Discussion
    4.1 Introduction
    4.2 The Analysis of the Perceptual Learning Style Questionnaire Results
    4.3 The Analysis of the Strategy Inventory for Learning Strategies
    4.4 The Analysis of the Relationship Between Learning Styles and Strategies
    4.5 The Analysis of the Think Aloud Protocols
    4.6 Significant Findings of the Study
    4.7 Discussion
    4.8 Limitation of the Study
    4.9 Conclusion
Chapter 5 Implications
    5.1 Introduction
    5.2 Summary of the Study
    5.3 Implications
        5.3.1 Implications for Teaching
        5.3.2 Implications for Curriculum Developers and Material Producers
        5.3.3 Implications for Further Research
ACKNOWEDGEMENTS
BIBLIOGRAPHY
APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D



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