本文選題：基于 + 中國(guó)　； 參考：《浙江大學(xué)》2016年博士論文

【摘要】：學(xué)習(xí)風(fēng)格的概念最初用于心理學(xué)。1962年,Witkin和他的同事提出"場(chǎng)依賴(lài)"和"場(chǎng)獨(dú)立"的概念,從而使學(xué)習(xí)風(fēng)格從心理學(xué)進(jìn)入語(yǔ)言學(xué)習(xí)領(lǐng)域的研究。Dunn(1990)認(rèn)為,五分之三的學(xué)習(xí)風(fēng)格由基因決定,剩下的五分之二取決于外部因素(引自Rhoads,Gough,2005)。外部因素如國(guó)籍(Griffiths,2008))、文化(Nelson,1995)、教學(xué)方式、任務(wù)類(lèi)型、教育系統(tǒng)或教育環(huán)境(Semeijn et al.,1999)也會(huì)影響個(gè)人的學(xué)習(xí)風(fēng)格。學(xué)習(xí)風(fēng)格是個(gè)人差異因素之一。學(xué)習(xí)風(fēng)格理論的中心思想是人與人之間的差異在學(xué)習(xí)能力和偏好的體現(xiàn),將這些偏好與指導(dǎo)方法以及學(xué)習(xí)環(huán)境結(jié)合起來(lái)將有助于提高學(xué)生的學(xué)習(xí)成績(jī)(ArbuthnottKratzig,2015)。Hendricson等人(1987)認(rèn)為,學(xué)習(xí)風(fēng)格受學(xué)校教學(xué)觀念、教學(xué)方式、考核過(guò)程以及課程安排等的影響(引自 ClaxtonMurrell,1987)。來(lái)自伊朗與中國(guó)的學(xué)生教育觀念不同。因此,對(duì)來(lái)自東亞以孔子思想為主導(dǎo)的中國(guó)和有深厚宗教影響的伊朗的中東地區(qū)的學(xué)生感知學(xué)習(xí)風(fēng)格進(jìn)行比較是非常有趣而且很有必要的。伊朗是伊斯蘭教成員國(guó)之一,穆斯林信徒有約六千五百萬(wàn),這從政治和教育兩方面影響了伊朗的社會(huì)文化。總體而言,中國(guó)和伊朗是來(lái)自?xún)蓚�(gè)完全不同教育觀念的國(guó)家,他們各自代表著大各自的文化。在中國(guó)和伊朗的英語(yǔ)學(xué)習(xí),都是英語(yǔ)作為外語(yǔ)的學(xué)習(xí)環(huán)境。雖然都是學(xué)習(xí)英語(yǔ),但是英語(yǔ)作為外語(yǔ)(EFL)和英語(yǔ)為第二語(yǔ)言(ESL)的語(yǔ)境是不同的。在ESL環(huán)境中,英語(yǔ)學(xué)習(xí)者有很多機(jī)會(huì)與本族語(yǔ)者進(jìn)行交流,而在EFL環(huán)境中,學(xué)生很少有這種機(jī)會(huì)。本文從程度、性別以及年齡等方面研究中國(guó)和伊朗學(xué)生在感知學(xué)習(xí)風(fēng)格方面的異同。351位學(xué)生接受了感知學(xué)習(xí)風(fēng)格偏好的問(wèn)卷調(diào)查,其中部分學(xué)生參加了隨后進(jìn)行的訪談。這些學(xué)生包括164位中國(guó)學(xué)生和187位伊朗學(xué)生。英語(yǔ)是他們的一門(mén)外語(yǔ)(EFL),中國(guó)學(xué)生就讀于浙江大學(xué),伊朗學(xué)生就讀于德黑蘭阿扎德大學(xué)(中心分部與科學(xué)研究分部)。關(guān)于感知學(xué)習(xí)風(fēng)格偏好的問(wèn)卷調(diào)查在本文中用于判斷學(xué)習(xí)者的感知學(xué)習(xí)風(fēng)格。首先,調(diào)查設(shè)計(jì)了 6個(gè)有關(guān)學(xué)習(xí)者的問(wèn)題,包括姓名、年齡、郵箱、性別、學(xué)習(xí)的年限以及專(zhuān)業(yè)。研究采用了 Joy Reid于1987年設(shè)計(jì)的量度標(biāo)準(zhǔn),用于研究英語(yǔ)作為第二外語(yǔ)學(xué)習(xí)者的學(xué)習(xí)風(fēng)格。該調(diào)查包括30個(gè)問(wèn)題,要求學(xué)生評(píng)估并決定6種學(xué)習(xí)風(fēng)格中自已所偏愛(ài)的種類(lèi),即視覺(jué)、聽(tīng)覺(jué)、策略性、動(dòng)覺(jué)、小組、個(gè)人(Reid,1987)。問(wèn)卷使用了從"非常不同意"到"非常同意"的李克特量表。第二種研究工具是訪談,訪談內(nèi)容為有關(guān)學(xué)習(xí)者感知學(xué)習(xí)風(fēng)格、個(gè)人學(xué)習(xí)與小組學(xué)習(xí)的7個(gè)問(wèn)題,分別詢(xún)問(wèn)受訪者的視覺(jué)學(xué)習(xí)風(fēng)格、動(dòng)覺(jué)風(fēng)格、聽(tīng)覺(jué)風(fēng)格、個(gè)人學(xué)習(xí)、小組學(xué)習(xí)以及策略風(fēng)格。最后一個(gè)問(wèn)題是關(guān)于學(xué)習(xí)者認(rèn)為有助于學(xué)習(xí)的最好方法的。其中351學(xué)生,由于20人用了采訪的方式,所以只有331名學(xué)生以回答問(wèn)卷的方式來(lái)參加。這331位學(xué)生是隨機(jī)選擇的,其中有92位男性,230位女性,年齡介于18到51歲之間。9名學(xué)生并沒(méi)有提到他們的性別。他們的本土語(yǔ)言分別是中文和波斯語(yǔ),在大學(xué)所學(xué)專(zhuān)業(yè)為英語(yǔ),其中有本科在讀與碩士在讀生。在中國(guó)和伊朗,碩士學(xué)習(xí)時(shí)間通常為2年到3年,本科為4年。本研究是一項(xiàng)描述性研究,旨在探討中國(guó)和伊朗EFL學(xué)習(xí)者的主要、次要和可忽略的感知模式。換言之,即對(duì)比中伊兩國(guó)EFL學(xué)習(xí)者的感知模式。本研究分為兩個(gè)階段。第一階段,研究者在中國(guó)在兩個(gè)不同學(xué)期隨機(jī)抽取了浙江大學(xué)英語(yǔ)專(zhuān)業(yè)的學(xué)生為受試者,向他們發(fā)放了調(diào)查問(wèn)卷。由于問(wèn)卷包括30個(gè)問(wèn)題,受試者需在15分鐘內(nèi)完成感知學(xué)習(xí)風(fēng)格偏好的選擇。發(fā)放問(wèn)卷前,研究者向受試者解釋了填寫(xiě)問(wèn)卷的細(xì)則。發(fā)放后,從受試者中抽取自愿接受訪談的志愿者。研究的第二階段在伊朗進(jìn)行,研究者隨機(jī)選擇阿扎德大學(xué)(中心分部與科學(xué)研究分部)的英語(yǔ)的專(zhuān)業(yè)學(xué)生作為受試者,其具體執(zhí)行過(guò)程與第一階段相同。在兩個(gè)階段中,研究者在訪談中均用英語(yǔ)解釋如何填寫(xiě)問(wèn)卷。研究結(jié)果顯示,第一,通過(guò)6個(gè)獨(dú)立樣本T檢驗(yàn)得出的描述性和推理性數(shù)據(jù)顯示,伊朗EFL學(xué)習(xí)者更傾向于聽(tīng)覺(jué)風(fēng)格,而中國(guó)EFL學(xué)習(xí)者傾向于策略性風(fēng)格。第二,碩士研究生比本科生擁有更多的學(xué)習(xí)風(fēng)格。第三,年齡稍長(zhǎng)的學(xué)生比年紀(jì)較小的學(xué)生更傾向于綜合聽(tīng)覺(jué)、視覺(jué)、動(dòng)覺(jué)、策略、小組學(xué)習(xí)等多種策略。第四,男生更傾向個(gè)人學(xué)習(xí),而女生則沒(méi)有固定的學(xué)習(xí)模式。研究結(jié)果還表明,兩因素方差分析得出的獨(dú)立變量之間有關(guān)聯(lián)。經(jīng)過(guò)感知學(xué)習(xí)風(fēng)格調(diào)查,變量揭示了伊朗和中國(guó)EFL學(xué)習(xí)者之間以及各個(gè)獨(dú)立變量(年齡、年級(jí)、性別)之間的顯著性關(guān)聯(lián)。年齡:在聽(tīng)覺(jué)風(fēng)格中,國(guó)籍和年齡之間有顯著性關(guān)聯(lián),這意味著年齡不同,中伊EFL學(xué)習(xí)者的聽(tīng)覺(jué)風(fēng)格也不同。在視覺(jué)風(fēng)格和策略風(fēng)格中,國(guó)籍和年齡也具有顯著性關(guān)聯(lián)。年齡的差距也體現(xiàn)在小組學(xué)習(xí)中,這意味著中伊EFL學(xué)習(xí)者因年齡不同,在小組學(xué)習(xí)風(fēng)格中也不同。年級(jí):在聽(tīng)覺(jué)風(fēng)格中,國(guó)籍和年齡之間有顯著性關(guān)聯(lián),國(guó)籍和年級(jí)也有顯著性關(guān)聯(lián)。在視覺(jué)風(fēng)格中,不僅有因國(guó)籍不同以及因年級(jí)不同產(chǎn)生的差異,還存在因國(guó)籍和年級(jí)兩個(gè)變量都不同而產(chǎn)生的差異,這也意味著中伊EFL學(xué)習(xí)者的動(dòng)覺(jué)風(fēng)格隨國(guó)籍與年級(jí)的變量變化而不同。年級(jí)不同,意味著碩士研究生和本科生在策略風(fēng)格上存在差距。在小組學(xué)習(xí)中,年級(jí)變量有顯著性差異,國(guó)籍和年級(jí)兩個(gè)變量之間有顯著關(guān)聯(lián)。性別:國(guó)籍和年齡之間具有顯著性關(guān)聯(lián),換言之,中伊EFL學(xué)習(xí)者因性別不同而產(chǎn)生聽(tīng)覺(jué)風(fēng)格差異。國(guó)籍與性別之間具有顯著性關(guān)聯(lián),中伊EFL學(xué)習(xí)者因性別不同而產(chǎn)生視覺(jué)差異。在策略風(fēng)格上,男性和女性有顯著性差異。在小組學(xué)習(xí)上,國(guó)籍和性別兩變量有顯著性關(guān)聯(lián)。之后對(duì)受訪者進(jìn)行了質(zhì)性研究即訪談。中伊EFL學(xué)習(xí)者均強(qiáng)烈傾向視覺(jué)風(fēng)格。中國(guó)學(xué)生同時(shí)也傾向于策略風(fēng)格,這一訪談結(jié)果與問(wèn)卷調(diào)查結(jié)果一致。伊朗EFL學(xué)習(xí)者傾向于視覺(jué)和聽(tīng)覺(jué)風(fēng)格,這一訪談結(jié)果也與問(wèn)卷調(diào)查結(jié)果相符。該結(jié)果表明,分別偏向策略風(fēng)格,聽(tīng)覺(jué)和視覺(jué)風(fēng)格的中伊學(xué)生在接受訪談時(shí),所呈現(xiàn)的結(jié)果與問(wèn)卷結(jié)果保持一致。通過(guò)所得結(jié)果可以推斷,年齡與年級(jí)(碩士研究生或本科生)對(duì)中伊EFL學(xué)習(xí)者的感知學(xué)習(xí)風(fēng)格均有很大影響。換言之,年齡與年級(jí)越高,感知學(xué)習(xí)風(fēng)格的種類(lèi)相應(yīng)越多。本研究結(jié)果有對(duì)課程教學(xué)具有指導(dǎo)意義。語(yǔ)言學(xué)習(xí)者應(yīng)該了解自身的感知學(xué)習(xí)風(fēng)格,這可以幫助他們?cè)谡Z(yǔ)言學(xué)習(xí)過(guò)程中保持積極性。如今,自主學(xué)習(xí)是諸多教育系統(tǒng)的主要目標(biāo),而達(dá)成該目標(biāo),學(xué)習(xí)者首先就要熟悉自身的感知學(xué)習(xí)風(fēng)格。不同的習(xí)模式對(duì)語(yǔ)言學(xué)習(xí)尤為重要,因?yàn)檎Z(yǔ)言學(xué)習(xí)包括通過(guò)感知而習(xí)得的學(xué)習(xí)技能,這就意味著學(xué)習(xí)者只有在輸入和輸出都通過(guò)不同學(xué)習(xí)模式的情境下才能更好地學(xué)好語(yǔ)言。語(yǔ)言學(xué)習(xí)是通過(guò)聽(tīng)課、閱讀、角色扮演等方式進(jìn)行的。所有任務(wù)的完成都得益于學(xué)習(xí)者對(duì)自身的感知學(xué)習(xí)風(fēng)格的進(jìn)行一步掌握。當(dāng)學(xué)習(xí)者意識(shí)到自身的感知學(xué)習(xí)風(fēng)格重要性時(shí),他們才能更好地調(diào)整自已以適應(yīng)外部的學(xué)習(xí)環(huán)境。
[Abstract]:The concept of learning style was originally used in.1962 years of psychology. Witkin and his colleagues proposed the concept of "field dependence" and "field independence", so that learning style from psychology into the field of language learning.Dunn (1990) believes that 3/5 of the learning style is determined by genes and the remaining 2/5 depends on the external factors (introduced from Rhoads, Gou) GH, 2005). External factors such as nationality (Griffiths, 2008)), culture (Nelson, 1995), teaching mode, task type, educational system or educational environment (Semeijn et al., 1999) also affect individual learning style. Learning style is one of the individual difference factors. The central idea of learning style theory is the difference between people and people in learning ability and bias. A good embodiment, combining these preferences with guidance and learning environments will help improve students' academic performance (ArbuthnottKratzig, 2015).Hendricson et al. (1987) believes that the learning style is influenced by school teaching ideas, teaching methods, assessment processes, and curriculum arrangements (from ClaxtonMurrell, 1987). From Iran and Chinese students have different educational ideas. Therefore, it is very interesting and necessary to compare the students' perceptual learning styles from East Asia with Confucius thought and the deep religious influence of Iran in the Middle East. Iran is one of the members of Islam, with about sixty-five million Muslim believers, which is from politics. Two aspects of education and education affect the social culture of Iran. In general, China and Iran are from two countries with completely different educational ideas. They represent their respective cultures. English learning in China and Iran is the learning environment of English as a foreign language. Although all of them are English, English as a foreign language (EFL) and The context of English as the second language (ESL) is different. In the ESL environment, English learners have a lot of opportunities to communicate with native speakers, while in the EFL environment, students rarely have this opportunity. This paper studies the similarities and differences between Chinese and Iran students in the sense of perceived learning style in terms of degree, sex and age. A questionnaire survey of perceptual learning style preference, in which some students participated in subsequent interviews. These students included 164 Chinese students and 187 Iran students. English was their foreign language (EFL), Chinese students attended Zhejiang University, and Iran students attended the University of Yu Dehei lanazad (central branch and scientific research division). The questionnaire survey on perceptual learning style preference in this article is used to judge the learners' perceptual learning style. First, the survey and design of 6 questions about the learners, including name, age, mailbox, gender, learning life and professional. The study adopted the measure standard designed by Joy Reid in 1987 for the study of English as the first The study style of two foreign language learners. The survey includes 30 questions that require students to assess and determine the category of their own preferences in 6 styles of learning, namely, visual, auditory, strategic, kinesthetic, group, and individual (Reid, 1987). The questionnaire uses the "very disagreed" to "very agreed" by the Likert scale. The second research tools are interviews, interviews. The content is the 7 questions about learners' perceived learning style, personal learning and group learning. They ask the interviewee's visual learning style, kinesthetic style, auditory style, personal learning, group learning and strategy style. The last question is about the best way that the learners think it helps to learn. Of them, 351 students, due to 20 People used the interview, so only 331 students took part in the questionnaire. The 331 students were randomly selected, including 92 men, 230 women, and.9 students aged 18 to 51. They did not mention their sex. Their native language was Chinese and Persian, and the major in the University was English. This is a descriptive study that aims to explore the main, secondary and negligible perceptual patterns of EFL learners in China and Iran. In other words, this study compares the perception patterns of EFL learners in China and Iran. The study is divided into two stages. In the first stage, the researchers in China randomly selected the students of the English major of Zhejiang University in two different term in China, and issued a questionnaire to them. As the questionnaire included 30 questions, the subjects had to complete a better choice of perceived learning style within 15 minutes. Before the questionnaire was issued, the researchers gave the subjects to the subjects. The second phase of the study was carried out in Iran, and the researchers randomly selected the English Majors of the University of Azad (central branch and scientific research division) as subjects, the specific execution of which was the same as the first stage. In the two phase. In the interview, the researchers explained how to fill out the questionnaire in English. The results showed that first, the descriptive and reasoning data obtained through 6 independent samples T test showed that the Iran EFL learners were more inclined to the auditory style, while the Chinese EFL learners tended to the strategic wind. Second, the graduate students had more than the undergraduates. Third, older students are more inclined to integrate hearing, vision, kinesthetic, strategy, group learning and other strategies. Fourth, boys are more prone to personal learning, while girls do not have a fixed learning model. The results also show that there is a correlation between the independent variables obtained by the two factor analysis of variance. There is a significant correlation between the EFL learners in Iran and China and the individual variables (age, grade, sex). Age: in the auditory style, there is a significant correlation between nationality and age, which means that the age of the EFL learners is different. In the strategy style, nationality and age also have a significant correlation. The age gap is also reflected in group learning. This means that the Chinese EFL learners are also different in the group learning style because of their age. Grade: in the auditory style, there is a significant association between nationality and age, and there is a significant correlation between nationality and grade. In addition, there are differences in the two variables of nationality and grade because of the differences in nationality and grade. It also means that the kinesthetic style of the EFL learners in China and Iraq varies with the variable of nationality and grade. The difference in grade means that the graduate students and the undergraduate students have poor strategic style. In group learning, there is a significant difference in grade variables. There is a significant association between two variables of nationality and grade. Gender: there is a significant correlation between nationality and age. In other words, there is a difference in auditory style between Chinese and Iran EFL learners because of gender differences. There is a significant correlation between nationality and sex, and the Chinese EFL learners are not sexed because of sex. There was a significant difference in vision. In the strategy style, there was a significant difference between the male and the female. In group learning, there was a significant correlation between the two variables of nationality and sex. Then the interviewees conducted a qualitative study or interview. Both Chinese and Iran EFL learners were strongly inclined to visual style. The results of the questionnaire survey are consistent. The results of the interview in Iran EFL learners tend to be visual and auditory style. The results of this interview are also consistent with the results of the questionnaire. The results show that the results of the Chinese and Iraqi students who are biased towards the strategy style, hearing and visual style are consistent with the results of the questionnaire. Age and grade (graduate student or undergraduate) have a great influence on the perceptual learning style of the EFL learners. In other words, the higher the age and grade, the more kinds of perceptual learning styles. The results of this study have a guiding significance for the course teaching. Language learners should understand their own perceptual learning style, which can help him. They are active in the process of language learning. Now, autonomous learning is the main goal of many educational systems. And when it comes to the goal, learners are first to be familiar with their own perceptual learning styles. Different habits are particularly important for language learning, because language learning involves learning skills acquired through perception, which means learning. The learners can learn language better only in the context of different learning patterns. Language learning is carried out through listening, reading, and role playing. All tasks are accomplished by the learners' understanding of their own perceptual learning style. When the style is important, they can better adjust themselves to adapt to the external learning environment.

【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：H319.3

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相關(guān)期刊論文 前1條

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本文編號(hào)：1820754