本文選題：基于 + 中國��； 參考：《浙江大學》2016年博士論文

【摘要】：學習風格的概念最初用于心理學。1962年,Witkin和他的同事提出"場依賴"和"場獨立"的概念,從而使學習風格從心理學進入語言學習領域的研究。Dunn(1990)認為,五分之三的學習風格由基因決定,剩下的五分之二取決于外部因素(引自Rhoads,Gough,2005)。外部因素如國籍(Griffiths,2008))、文化(Nelson,1995)、教學方式、任務類型、教育系統(tǒng)或教育環(huán)境(Semeijn et al.,1999)也會影響個人的學習風格。學習風格是個人差異因素之一。學習風格理論的中心思想是人與人之間的差異在學習能力和偏好的體現(xiàn),將這些偏好與指導方法以及學習環(huán)境結(jié)合起來將有助于提高學生的學習成績(ArbuthnottKratzig,2015)。Hendricson等人(1987)認為,學習風格受學校教學觀念、教學方式、考核過程以及課程安排等的影響(引自 ClaxtonMurrell,1987)。來自伊朗與中國的學生教育觀念不同。因此,對來自東亞以孔子思想為主導的中國和有深厚宗教影響的伊朗的中東地區(qū)的學生感知學習風格進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之一,穆斯林信徒有約六千五百萬,這從政治和教育兩方面影響了伊朗的社會文化�？傮w而言,中國和伊朗是來自兩個完全不同教育觀念的國家,他們各自代表著大各自的文化。在中國和伊朗的英語學習,都是英語作為外語的學習環(huán)境。雖然都是學習英語,但是英語作為外語(EFL)和英語為第二語言(ESL)的語境是不同的。在ESL環(huán)境中,英語學習者有很多機會與本族語者進行交流,而在EFL環(huán)境中,學生很少有這種機會。本文從程度、性別以及年齡等方面研究中國和伊朗學生在感知學習風格方面的異同。351位學生接受了感知學習風格偏好的問卷調(diào)查,其中部分學生參加了隨后進行的訪談。這些學生包括164位中國學生和187位伊朗學生。英語是他們的一門外語(EFL),中國學生就讀于浙江大學,伊朗學生就讀于德黑蘭阿扎德大學(中心分部與科學研究分部)。關于感知學習風格偏好的問卷調(diào)查在本文中用于判斷學習者的感知學習風格。首先,調(diào)查設計了 6個有關學習者的問題,包括姓名、年齡、郵箱、性別、學習的年限以及專業(yè)。研究采用了 Joy Reid于1987年設計的量度標準,用于研究英語作為第二外語學習者的學習風格。該調(diào)查包括30個問題,要求學生評估并決定6種學習風格中自已所偏愛的種類,即視覺、聽覺、策略性、動覺、小組、個人(Reid,1987)。問卷使用了從"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)容為有關學習者感知學習風格、個人學習與小組學習的7個問題,分別詢問受訪者的視覺學習風格、動覺風格、聽覺風格、個人學習、小組學習以及策略風格。最后一個問題是關于學習者認為有助于學習的最好方法的。其中351學生,由于20人用了采訪的方式,所以只有331名學生以回答問卷的方式來參加。這331位學生是隨機選擇的,其中有92位男性,230位女性,年齡介于18到51歲之間。9名學生并沒有提到他們的性別。他們的本土語言分別是中文和波斯語,在大學所學專業(yè)為英語,其中有本科在讀與碩士在讀生。在中國和伊朗,碩士學習時間通常為2年到3年,本科為4年。本研究是一項描述性研究,旨在探討中國和伊朗EFL學習者的主要、次要和可忽略的感知模式。換言之,即對比中伊兩國EFL學習者的感知模式。本研究分為兩個階段。第一階段,研究者在中國在兩個不同學期隨機抽取了浙江大學英語專業(yè)的學生為受試者,向他們發(fā)放了調(diào)查問卷。由于問卷包括30個問題,受試者需在15分鐘內(nèi)完成感知學習風格偏好的選擇。發(fā)放問卷前,研究者向受試者解釋了填寫問卷的細則。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行,研究者隨機選擇阿扎德大學(中心分部與科學研究分部)的英語的專業(yè)學生作為受試者,其具體執(zhí)行過程與第一階段相同。在兩個階段中,研究者在訪談中均用英語解釋如何填寫問卷。研究結(jié)果顯示,第一,通過6個獨立樣本T檢驗得出的描述性和推理性數(shù)據(jù)顯示,伊朗EFL學習者更傾向于聽覺風格,而中國EFL學習者傾向于策略性風格。第二,碩士研究生比本科生擁有更多的學習風格。第三,年齡稍長的學生比年紀較小的學生更傾向于綜合聽覺、視覺、動覺、策略、小組學習等多種策略。第四,男生更傾向個人學習,而女生則沒有固定的學習模式。研究結(jié)果還表明,兩因素方差分析得出的獨立變量之間有關聯(lián)。經(jīng)過感知學習風格調(diào)查,變量揭示了伊朗和中國EFL學習者之間以及各個獨立變量(年齡、年級、性別)之間的顯著性關聯(lián)。年齡:在聽覺風格中,國籍和年齡之間有顯著性關聯(lián),這意味著年齡不同,中伊EFL學習者的聽覺風格也不同。在視覺風格和策略風格中,國籍和年齡也具有顯著性關聯(lián)。年齡的差距也體現(xiàn)在小組學習中,這意味著中伊EFL學習者因年齡不同,在小組學習風格中也不同。年級:在聽覺風格中,國籍和年齡之間有顯著性關聯(lián),國籍和年級也有顯著性關聯(lián)。在視覺風格中,不僅有因國籍不同以及因年級不同產(chǎn)生的差異,還存在因國籍和年級兩個變量都不同而產(chǎn)生的差異,這也意味著中伊EFL學習者的動覺風格隨國籍與年級的變量變化而不同。年級不同,意味著碩士研究生和本科生在策略風格上存在差距。在小組學習中,年級變量有顯著性差異,國籍和年級兩個變量之間有顯著關聯(lián)。性別:國籍和年齡之間具有顯著性關聯(lián),換言之,中伊EFL學習者因性別不同而產(chǎn)生聽覺風格差異。國籍與性別之間具有顯著性關聯(lián),中伊EFL學習者因性別不同而產(chǎn)生視覺差異。在策略風格上,男性和女性有顯著性差異。在小組學習上,國籍和性別兩變量有顯著性關聯(lián)。之后對受訪者進行了質(zhì)性研究即訪談。中伊EFL學習者均強烈傾向視覺風格。中國學生同時也傾向于策略風格,這一訪談結(jié)果與問卷調(diào)查結(jié)果一致。伊朗EFL學習者傾向于視覺和聽覺風格,這一訪談結(jié)果也與問卷調(diào)查結(jié)果相符。該結(jié)果表明,分別偏向策略風格,聽覺和視覺風格的中伊學生在接受訪談時,所呈現(xiàn)的結(jié)果與問卷結(jié)果保持一致。通過所得結(jié)果可以推斷,年齡與年級(碩士研究生或本科生)對中伊EFL學習者的感知學習風格均有很大影響。換言之,年齡與年級越高,感知學習風格的種類相應越多。本研究結(jié)果有對課程教學具有指導意義。語言學習者應該了解自身的感知學習風格,這可以幫助他們在語言學習過程中保持積極性。如今,自主學習是諸多教育系統(tǒng)的主要目標,而達成該目標,學習者首先就要熟悉自身的感知學習風格。不同的習模式對語言學習尤為重要,因為語言學習包括通過感知而習得的學習技能,這就意味著學習者只有在輸入和輸出都通過不同學習模式的情境下才能更好地學好語言。語言學習是通過聽課、閱讀、角色扮演等方式進行的。所有任務的完成都得益于學習者對自身的感知學習風格的進行一步掌握。當學習者意識到自身的感知學習風格重要性時,他們才能更好地調(diào)整自已以適應外部的學習環(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.

【學位授予單位】：浙江大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：H319.3

【參考文獻】

相關期刊論文 前1條

1 張千梅;;關于中國中小學生的感知學習風格,理想二語自我,和二語動機行為的研究(英文)[J];Chinese Journal of Applied Linguistics;2015年01期

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本文編號：1820754