本文選題：英語專業(yè)學(xué)生　切入點：學(xué)習(xí)風(fēng)格　出處：《天津科技大學(xué)》2017年碩士論文

【摘要】：詞匯推理是外語學(xué)習(xí)者根據(jù)文章中可利用的線索,結(jié)合自身世界知識、對文章的熟悉程度和相關(guān)語言學(xué)知識,對生詞的意義進(jìn)行有根據(jù)的猜測。詞匯推理是處理生詞的有效方法,對學(xué)習(xí)者的詞匯擴展以及閱讀理解起重要作用。因此,對于詞匯推理的研究得到了國內(nèi)外研究者的廣泛關(guān)注。以往研究發(fā)現(xiàn),學(xué)習(xí)者的詞匯推理結(jié)果受諸多因素的影響。在這些因素中,研究較廣的是語篇因素和學(xué)習(xí)者因素,但是,鮮有研究者對學(xué)習(xí)者因素中的學(xué)習(xí)風(fēng)格進(jìn)行研究。因此,本文作者將采用實證研究方法,去探究學(xué)習(xí)風(fēng)格對英語專業(yè)學(xué)生詞匯推理成績的影響。本文將會研究三個問題:1)英語專業(yè)學(xué)生的總體學(xué)習(xí)風(fēng)格傾向是什么? 2)英語專業(yè)學(xué)習(xí)者的學(xué)習(xí)風(fēng)格與他們的詞匯推理成績是否存在相關(guān)性關(guān)系? 3)英語專業(yè)學(xué)習(xí)者的學(xué)習(xí)風(fēng)格與他們的詞匯推理成績是否存在差異?作者采用定量研究中的問卷調(diào)查和測試回答上述研究問題。選取天津科技大學(xué)三、四年級的160名英語專業(yè)本科生作為研究對象,進(jìn)行問卷調(diào)查和測試,共回收有效數(shù)據(jù)130份,運用SPSS 19.0統(tǒng)計軟件對回收的定量數(shù)據(jù)進(jìn)行分析。通過研究結(jié)果發(fā)現(xiàn)英語專業(yè)學(xué)生總體傾向于視覺型、外向型、直覺-隨意型、封閉型和分析型學(xué)習(xí)風(fēng)格。此外,聽覺型學(xué)習(xí)風(fēng)格與詞匯推理成績呈顯著正相關(guān),視覺型、動手型和開放型學(xué)習(xí)風(fēng)格與詞匯推理成績呈負(fù)相關(guān),而其他學(xué)習(xí)風(fēng)格與詞匯推理成績沒有顯著相關(guān)關(guān)系。同時,視覺型、聽覺型學(xué)習(xí)者的詞匯推理成績均高于動手型學(xué)習(xí)者;封閉型和分析型學(xué)習(xí)者的詞匯推理成績分別高于開放型和綜合型學(xué)習(xí)者,且存在顯著差異。雖然英語專業(yè)學(xué)習(xí)者傾向于直覺-隨意型學(xué)習(xí)風(fēng)格,但直覺-隨意型學(xué)習(xí)者的詞匯推理成績顯著低于理智-序列型學(xué)習(xí)者。研究結(jié)果有利于學(xué)習(xí)者全面認(rèn)識自己的學(xué)習(xí)風(fēng)格。不同學(xué)習(xí)風(fēng)格學(xué)習(xí)者應(yīng)通過相互交流不同的詞匯推理策略以取得更大進(jìn)步。同時,研究為教師調(diào)整教學(xué)方式提供了實證數(shù)據(jù),教師應(yīng)采用與學(xué)生的學(xué)習(xí)風(fēng)格相匹配的教學(xué)方式以促進(jìn)學(xué)生學(xué)習(xí)。
[Abstract]:Lexical reasoning refers to the degree of familiarity and relevant linguistic knowledge of the article by foreign language learners according to the clues available in the article and their own knowledge of the world. The lexical reasoning is an effective method to deal with new words and plays an important role in the learners' vocabulary expansion and reading comprehension. The research on lexical reasoning has attracted wide attention from researchers both at home and abroad. Previous studies have found that learners' results of lexical reasoning are influenced by many factors. Among these factors, discourse factors and learners' factors are widely studied, but, Few researchers have studied the learning style among the factors of learners. Therefore, the author will adopt the empirical research method. To explore the impact of learning style on English majors' lexical reasoning scores. This paper will examine three questions: 1) what are the overall learning style tendencies of English majors? 2) is there a correlation between the learning style of English major learners and their scores of lexical reasoning? (3) are there any differences between English major learners' learning style and their scores of lexical reasoning? The author used questionnaires and tests in quantitative research to answer the above questions. 160 English majors in the third and fourth year of Tianjin University of Science and Technology were selected as the subjects of the study. A total of 130 valid data were collected from the questionnaires and tests. SPSS 19.0 statistical software was used to analyze the recovered quantitative data. The results showed that English majors generally tend to be visual, extroverted, intuitionistic, closed and analytical learning styles. Auditory learning style was positively correlated with lexical inference scores, visual, hands-on and open learning styles were negatively correlated with lexical reasoning scores, while other learning styles had no significant correlation with lexical reasoning scores. The scores of lexical reasoning of visual and auditory learners were higher than those of hands-on learners, and the scores of closed and analytical learners were higher than those of open and comprehensive learners, respectively. Although English majors tend to be intuitionistic and haphazard, However, intuitionistic learners' scores of lexical reasoning were significantly lower than those of rational and sequential learners. The results of the study were helpful for learners to fully understand their learning styles. Learners with different learning styles should not communicate with each other. The same vocabulary reasoning strategy to make greater progress. At the same time, The research provides empirical data for teachers to adjust their teaching methods, and teachers should adopt teaching methods that match students' learning styles to promote students' learning.
【學(xué)位授予單位】：天津科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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