發(fā)布時(shí)間：2018-04-21 18:04

  本文選題：語法學(xué)習(xí)策略 + 西藏大學(xué)��； 參考：《西藏大學(xué)》2017年碩士論文

【摘要】：隨著外語教學(xué)研究方向的不斷調(diào)整、外語教學(xué)研究?jī)?nèi)容的不斷深化和細(xì)化,當(dāng)前國內(nèi)外外語教學(xué)研究的主流漸漸從以教師和教材為中心轉(zhuǎn)移到以學(xué)生和活動(dòng)為中心上來了。“學(xué)習(xí)策略”研究便也成了吸引許多學(xué)者的其中一個(gè)研究領(lǐng)域。當(dāng)前我國的英語教學(xué)依然是以語法教學(xué)為核心,圍繞該核心來整體提升學(xué)生的英語能力。因此對(duì)語法學(xué)習(xí)效率的提升有重要作用的語法學(xué)習(xí)策略便具有明顯的重要性。本文希望在這一塊區(qū)域進(jìn)行研究成果的充實(shí),因此在國內(nèi)外相關(guān)研究的理論基礎(chǔ)上采用問卷調(diào)查和訪談等方式對(duì)西藏大學(xué)非英語專業(yè)本科生的英語語法學(xué)習(xí)策略使用情況進(jìn)行了調(diào)查研究。本研究旨在回答以下兩個(gè)問題:1)西藏大學(xué)非英語專業(yè)本科生在英語學(xué)習(xí)中使用語法學(xué)習(xí)策略的整體情況如何?2)不同的性別、專業(yè)、生源地、民族、英語水平的學(xué)生使用語法學(xué)習(xí)策略的情況有差別嗎?本文通過五個(gè)部分對(duì)以上問題進(jìn)行研究:第一部分主要是背景說明,闡述了論文的研究背景及架構(gòu);第二部分是對(duì)國內(nèi)外對(duì)本研究相關(guān)領(lǐng)域的研究成果和基礎(chǔ)理論的綜合和整理。首先對(duì)本研究涉及的概念和定義進(jìn)行了必要的介紹和說明,其次對(duì)當(dāng)前國內(nèi)外對(duì)語言學(xué)習(xí)策略的研究成果及對(duì)語法學(xué)習(xí)策略的研究成果,特別是對(duì)民族地區(qū)英語語法學(xué)習(xí)策略的研究成果進(jìn)行了簡(jiǎn)要的回顧和梳理;第三部分主要對(duì)論文的研究對(duì)象和具體的操作過程進(jìn)行了簡(jiǎn)要說明,介紹了本文的研究對(duì)象、研究?jī)?nèi)容和研究方法,特別是對(duì)本文主要采用的研究方法和數(shù)據(jù)收集整理過程作出了說明。第四部分是本文的中心部分,本部分對(duì)研究數(shù)據(jù)的統(tǒng)計(jì)結(jié)果進(jìn)行了分析,通過對(duì)數(shù)據(jù)進(jìn)行定量和定性的分析得到初步研究結(jié)果,并對(duì)結(jié)果進(jìn)行討論和反思。該部分展現(xiàn)了西藏大學(xué)非英語專業(yè)本科生在英語學(xué)習(xí)過程中使用語法學(xué)習(xí)策略的整體情況。結(jié)果表明西藏大學(xué)非英語專業(yè)本科生在英語語法學(xué)習(xí)過程中使用語法學(xué)習(xí)策略的整體狀況并不理想�？偟膩碚f,被調(diào)查者在語法學(xué)習(xí)中使用策略的程度偏低,離理想狀態(tài)還差一定距離,而且他們的策略運(yùn)用意識(shí)不強(qiáng),運(yùn)用的程度也不理想。在各種策略中,情感策略被使用的頻率最高,其后依次是元認(rèn)知策略、認(rèn)知策略和交際策略�？偟恼Z法學(xué)習(xí)策略的使用頻率均值為2.7,為“有時(shí)使用”的頻率,這表示受調(diào)查對(duì)象使用語法策略的情況處于比較低的水平,學(xué)生的自主學(xué)習(xí)意識(shí)和調(diào)節(jié)自身情緒和情感以配合學(xué)習(xí)的意識(shí)都不強(qiáng),也即“使用合適的方法學(xué)習(xí)語法”的意識(shí)并不強(qiáng)。另外,學(xué)生在英語語法學(xué)習(xí)過程中使用認(rèn)知策略的頻率明顯地偏低,這可能是導(dǎo)致語法教學(xué)效果不理想的重要原因。第五部分主要是筆者根據(jù)調(diào)查結(jié)果,為了使學(xué)生更好地運(yùn)用語法學(xué)習(xí)策略以提高英語語法學(xué)習(xí)效率,對(duì)西藏大學(xué)教師和學(xué)生提出了一些有針對(duì)性的建議。第六部分是筆者對(duì)在論文撰寫寫作過程中通過自我反思得出本研究的不足之處的說明。
[Abstract]:With the continuous adjustment of the research direction of foreign language teaching and the deepening and refinement of the content of foreign language teaching, the mainstream of foreign language teaching research at home and abroad has gradually shifted from the center of teachers and teaching materials to the center of students and activities. "Learning strategy" has also become one of the research areas that attract many scholars. At present, English Teaching in our country is still the core of grammar teaching, and the English ability of students is promoted around the core. Therefore, the grammar learning strategy which plays an important role in improving the efficiency of grammar learning is of obvious importance. This article hopes to enrich the research results in this area, so it is related to the domestic and foreign related aspects. On the basis of the study, this study investigates the use of English grammar learning strategies for non English Major Undergraduates of University of Tibet by questionnaire and interview. The purpose of this study is to answer the following two questions: 1) the overall situation of the use of grammar learning strategies for the non English Majors of the University of Tibet in English learning is as a whole. 2) are there any differences in the use of Grammatical Learning Strategies for different gender, professional, native, national and English level students? This paper studies the above problems through five parts: the first part is the background, the background and frame of the study, and the second part is the research on the related fields at home and abroad. The synthesis and consolidation of the results and basic theories. First, the necessary introduction and explanation are made to the concepts and definitions involved in this study. Secondly, the results of the research on language learning strategies at home and abroad and the results of the study on grammar learning strategies, especially the results of the study on English language learning strategies in ethnic regions, are briefly introduced. The third part mainly gives a brief description of the research object and the specific operation process of the paper, introduces the research object, the research content and the research method, especially the research methods and data collection and collation process of this paper. The fourth part is the central part of this article, and this part is the part of this article. The statistical results of the data are analyzed, and the preliminary results are obtained by quantitative and qualitative analysis of the data, and the results are discussed and reflected. This part shows the overall situation of the use of grammar learning strategies for non English Majors in University of Tibet in the process of English learning. The results show that University of Tibet is non English. The overall situation of the use of grammar learning strategies for English Majors in English grammar learning is not ideal. Generally speaking, the degree of use of strategies in grammar learning is low and is still a certain distance from the ideal state, and their use of strategies is not strong and the degree of application is not ideal. In various strategies, emotions Strategies were used most frequently, followed by metacognitive strategies, cognitive strategies, and communication strategies. The average frequency of use of the total grammar learning strategy was 2.7, the frequency of "sometimes used", which indicated that the subjects were in a relatively low level of use of grammatical strategies, students' self-learning awareness and self-regulation. In addition, the frequency of students' use of cognitive strategies in the process of English grammar learning is obviously low, which may be an important reason why the effect of grammar teaching is not ideal. The fifth part mainly is the author based on the results of the investigation. In order to make students better use grammar learning strategies to improve the efficiency of English grammar learning, some pertinent suggestions are put forward to the teachers and students of University of Tibet. The sixth part is the author's explanation of the shortcomings of this study through self reflection in the writing process of the paper.

【學(xué)位授予單位】：西藏大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：1783525