本文選題：二語習(xí)得 + 語言學(xué)習(xí)策略��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：近年來,隨著二語習(xí)得的研究重點(diǎn)從注重教學(xué)轉(zhuǎn)到注重學(xué)習(xí)者本身,語言學(xué)習(xí)策略作為影響二語習(xí)得的重要因素受到了世界各國語言學(xué)家越來越多的關(guān)注。語言學(xué)習(xí)策略是語言教學(xué)和研究的主要內(nèi)容之一,語言學(xué)習(xí)策略的研究對(duì)第二語言的教與學(xué)具有重要的現(xiàn)實(shí)意義。然而回顧文獻(xiàn)和研究發(fā)現(xiàn),國內(nèi)外研究者現(xiàn)在對(duì)于學(xué)習(xí)策略的研究多從靜態(tài)的角度來進(jìn)行,鮮有研究者從動(dòng)態(tài)的角度來對(duì)學(xué)習(xí)策略開展研究。同時(shí)也發(fā)現(xiàn),動(dòng)態(tài)系統(tǒng)理論(DST),早在1997年就已經(jīng)被美國語言學(xué)家Larsen-Freeman引入二語習(xí)得的研究之中,其后不少語言學(xué)家也從動(dòng)態(tài)系統(tǒng)理論的角度對(duì)二語習(xí)得進(jìn)行了研究,并且取得了豐碩的成果,但是從動(dòng)態(tài)系統(tǒng)理論的角度研究語言學(xué)習(xí)策略的相關(guān)文獻(xiàn)仍然很少。因此基于語言學(xué)習(xí)策略有助于教師教學(xué)和學(xué)生語言學(xué)習(xí)的理論基礎(chǔ),本研究以山東城市建設(shè)職業(yè)學(xué)院非英語專業(yè)大一學(xué)生為研究對(duì)象,從動(dòng)態(tài)的角度研究和分析了他們的英語學(xué)習(xí)策略使用情況。研究內(nèi)容主要包括:山東城市建設(shè)職業(yè)學(xué)院大一非英語專業(yè)學(xué)生英語學(xué)習(xí)策略的總體使用情況,不同時(shí)期英語學(xué)習(xí)策略使用的發(fā)展變化情況,英語學(xué)習(xí)策略和英語學(xué)習(xí)成績之間的關(guān)系,以及學(xué)習(xí)策略和影響因素的動(dòng)態(tài)關(guān)系。本研究使用定量研究和定性研究相結(jié)合的方法。定量研究采用SILL(Strategy Inventory for Language Learning)(Oxford,1990)中文版本調(diào)查問卷作為調(diào)查工具,選取山東城市建設(shè)職業(yè)學(xué)院102名非英語專業(yè)大一學(xué)生作為調(diào)查對(duì)象,對(duì)他們?cè)诖笠粚W(xué)年使用學(xué)習(xí)策略的情況進(jìn)行追蹤調(diào)查,最后將所得調(diào)查問卷數(shù)據(jù)輸入電腦,用SPSS(Statistical Package for the Social Science)19.0進(jìn)行數(shù)據(jù)統(tǒng)計(jì)分析。定性研究采用訪談和日記相結(jié)合的方法,本著自愿參與的原則,吸引了102名參與者中26名同學(xué)作為調(diào)查對(duì)象,對(duì)他們一年來英語學(xué)習(xí)過程中的個(gè)體活動(dòng),心理狀態(tài)以及學(xué)習(xí)環(huán)境等方面做出了比較全面的了解。通過對(duì)以上調(diào)查結(jié)果進(jìn)行定量分析和定性分析,結(jié)果發(fā)現(xiàn):(1)該校非英語專業(yè)學(xué)生使用英語學(xué)習(xí)策略頻率普遍偏低;(2)從進(jìn)入大學(xué)到第一學(xué)年結(jié)束,學(xué)生的學(xué)習(xí)策略使用水平逐漸提高;(3)英語水平較高的學(xué)生通常比英語水平較低的學(xué)生使用學(xué)習(xí)策略的頻率更高更有效;(4)學(xué)生使用學(xué)習(xí)策略的情況不是靜態(tài)的,而是處于不斷發(fā)展變化之中。本論文對(duì)從動(dòng)態(tài)系統(tǒng)理論的角度研究語言學(xué)習(xí)策略進(jìn)行了初步的探討,對(duì)今后語言學(xué)界運(yùn)用動(dòng)態(tài)系統(tǒng)理論研究語言學(xué)習(xí)策略具有一定的指導(dǎo)意義,有助于豐富學(xué)習(xí)策略的研究方法,并且對(duì)于高校老師在語言教學(xué)中合理指導(dǎo)學(xué)生學(xué)習(xí)和學(xué)生合理有效運(yùn)用學(xué)習(xí)策略有著一定的借鑒意義和啟發(fā)意義。
[Abstract]:In recent years, as the focus of second language acquisition has shifted from teaching to learners themselves, language learning strategies, as an important factor affecting second language acquisition, have attracted more and more attention from linguists around the world. Language learning strategy is one of the main contents of language teaching and research. The study of language learning strategy is of great practical significance to the teaching and learning of second language. However, reviewing the literature and studies, it is found that researchers at home and abroad now study learning strategies from a static point of view, and few researchers do research on learning strategies from a dynamic point of view. It is also found that dynamic systems theory has been introduced into the study of second language acquisition by American linguist Larsen-Freeman as early as 1997. Since then, many linguists have also studied second language acquisition from the perspective of dynamic systems theory. Many achievements have been made, but there are few literatures on language learning strategies from the perspective of dynamic system theory. Therefore, based on the theoretical basis of language learning strategies for teachers and students, this study focuses on non-English major freshmen in Shandong City Construction Vocational College. This paper studies and analyzes their use of English learning strategies from a dynamic perspective. The main contents of the study include: the general use of English learning strategies for freshmen of Shandong City Construction Vocational College, and the development and changes of English learning strategies used in different periods. The relationship between English learning strategies and English learning achievement, as well as the dynamic relationship between learning strategies and influencing factors. The method of combining quantitative and qualitative studies is used in this study. Using the Chinese version of SILL(Strategy Inventory for Language learning questionnaire (1990) as a tool, 102 non-English major freshmen in Shandong City Construction Vocational College were selected as the subjects. The data of the questionnaire were input into the computer and the data were analyzed by SPSS(Statistical Package for the Social Science)19.0. Based on the principle of voluntary participation, the qualitative study used interviews and diaries to attract 26 of the 102 participants to investigate their individual activities in the course of English learning in the past year. Psychological state and learning environment and other aspects of a more comprehensive understanding. Through the quantitative analysis and qualitative analysis of the above findings, it is found that: 1) Non-English majors in this school generally use English learning strategies less frequently than others (2) from entering college to the end of the first academic year. The use of learning strategies by students is gradually improved. (3) students with higher English proficiency usually use learning strategies more frequently than those with lower English proficiency. 4) the use of learning strategies by students is not static. But in constant development and change. This paper makes a preliminary study of language learning strategies from the perspective of dynamic systems theory, which has a certain guiding significance for the use of dynamic systems theory in language learning strategies in the future. It is helpful to enrich the research methods of learning strategies, and it has certain reference and enlightening significance for college teachers to guide students' learning reasonably in language teaching and students to use learning strategies reasonably and effectively.
【學(xué)位授予單位】：山東師范大學(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)：1839982