本文選題：感知學(xué)習(xí)風(fēng)格 + 英語學(xué)習(xí)成績　； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：傳統(tǒng)的英語教學(xué)忽略了英語學(xué)習(xí)的個體差異,這種現(xiàn)象與語言習(xí)得的原則背道而馳。學(xué)習(xí)者的個體差異造成了英語學(xué)習(xí)者學(xué)習(xí)水平的不同。一直以來,學(xué)習(xí)風(fēng)格都是影響學(xué)生個體差異的關(guān)鍵要素,也受到了越來越多的研究者關(guān)注。目前為止的大多數(shù)國內(nèi)外研究以大學(xué)生為對象,從學(xué)習(xí)風(fēng)格的認(rèn)知角度出發(fā)研究學(xué)生的學(xué)習(xí)傾向。本文主要以初中生為研究對象,從感知學(xué)習(xí)風(fēng)格方面描述和分析學(xué)習(xí)者的風(fēng)格傾向。作者運用1984年Reid設(shè)計的感知學(xué)習(xí)風(fēng)格調(diào)查問卷表Perceptual Learning Style Preference Questionnaire(PLSPQ),結(jié)合半開放式訪談,對四川省成都市錦江區(qū)田家炳中學(xué)98名初二年級學(xué)生的感知學(xué)習(xí)風(fēng)格進行研究,旨在描述和分析初中學(xué)生的感知學(xué)習(xí)風(fēng)格偏好。結(jié)合成都市錦江區(qū)期末“期末“零診”考試,運用獨立樣本T檢驗以及皮爾遜系數(shù)探討初中學(xué)生感知學(xué)習(xí)風(fēng)格與其英語學(xué)習(xí)成績的關(guān)系。基于研究結(jié)果,作者指出要提高教師和學(xué)生對感知學(xué)習(xí)風(fēng)格的認(rèn)識,并就初中英語教學(xué)中學(xué)習(xí)風(fēng)格的運用提出建議。本研究運用SPSS21.0以及Microsoft Office Excel對數(shù)據(jù)進行了統(tǒng)計分析,其描述性統(tǒng)計表明:(1)受試者呈現(xiàn)多樣性的感知學(xué)習(xí)風(fēng)格偏好,其偏好程度不一。其中受試者最傾向于小組型學(xué)習(xí)風(fēng)格和聽覺型學(xué)習(xí)風(fēng)格,最不喜歡視覺型學(xué)習(xí)風(fēng)格。(2)在性別差異方面,男女生在感知學(xué)習(xí)風(fēng)格上沒有明顯差異,但女生更傾向于小組型學(xué)習(xí)方式,而男生更傾向于聽覺型學(xué)習(xí)方式;在成績水平差異方面,無論英語學(xué)習(xí)方面的優(yōu)等生,中等生還是學(xué)困生,都更傾向于小組型和聽覺型學(xué)習(xí)方式,最不喜歡視覺型學(xué)習(xí)方式。獨立樣本T檢驗以及皮爾遜系數(shù)結(jié)果表明:(3)觸覺型,動覺型和自主型學(xué)習(xí)風(fēng)格與英語學(xué)習(xí)成績呈正相關(guān);視覺型,聽覺型和小組型學(xué)習(xí)風(fēng)格與英語學(xué)習(xí)成績呈負(fù)相關(guān)。(4)相對來說,視覺型和小組型學(xué)習(xí)風(fēng)格是影響英語學(xué)習(xí)成績的兩個最具影響力的風(fēng)格變量,他們與英語學(xué)習(xí)成績呈負(fù)相關(guān),相關(guān)系數(shù)為.-0.072和.-0.070。(5)各風(fēng)格變量與英語學(xué)習(xí)成績之間的皮爾遜系數(shù)絕對值均低于0.1,表明學(xué)習(xí)者的感知學(xué)習(xí)風(fēng)格與英語學(xué)習(xí)成績之間相關(guān)性非常低。針對以上研究結(jié)果,結(jié)合日常教學(xué),作者對初中英語教師和學(xué)生提出了具體的教學(xué)建議和學(xué)習(xí)策略。一方面,教師應(yīng)認(rèn)識到學(xué)生個體差異的存在,尊重學(xué)生之間的差異以及不同的學(xué)習(xí)風(fēng)格。在教學(xué)中,采用靈活多樣的教學(xué)策略以求與學(xué)生學(xué)習(xí)風(fēng)格相匹配,最大限度地幫助提高學(xué)生的學(xué)習(xí)成績。另一方面,教師應(yīng)有意識地幫助學(xué)生了解自己的英語學(xué)習(xí)風(fēng)格,鼓勵學(xué)生豐富學(xué)習(xí)風(fēng)格使其適應(yīng)不同的學(xué)習(xí)要求,實現(xiàn)學(xué)生自主學(xué)習(xí)。
[Abstract]:Traditional English teaching ignores individual differences in English learning, which runs counter to the principles of language acquisition. Individual differences in learners result in differences in English learners' learning levels. All along, learning style is the key factor that affects the individual difference of students, and has been paid more and more attention by researchers. Up to now, most domestic and foreign studies have studied the students' learning tendency from the cognitive perspective of learning style. This paper focuses on junior high school students to describe and analyze learners' style tendency from the perspective of perceived learning style. By using Perceptual Learning style questionnaire (PLSPQ) designed by Reid in 1984 and semi-open interview, the author studied the perceived learning styles of 98 junior middle school students in Tianjiabing Middle School, Jinjiang District, Chengdu, Sichuan Province. The purpose of this paper is to describe and analyze the perceived learning style preferences of junior high school students. Combined with the final "zero diagnosis" examination in Jinjiang District, Chengdu, the relationship between perceived learning style and English learning achievement of junior high school students was discussed by using independent sample T test and Pearson coefficient. Based on the research results, the author points out that teachers and students should improve their understanding of perceived learning styles, and give some suggestions on the application of learning styles in junior high school English teaching. In this study, SPSS 21.0 and Microsoft Office Excel were used to analyze the data. The descriptive statistics showed that: (1) the subjects showed a variety of perceived learning style preferences, and their preferences were different. The subjects were most inclined to group learning style and auditory learning style, and least like visual learning style. (2) there was no significant difference in perceived learning style between male and female students in terms of gender differences. However, girls are more inclined to group learning, while boys are more inclined to auditory learning. In terms of performance differences, no matter the top students in English learning, secondary students or students with learning difficulties, Both of them prefer group learning and auditory learning, and most dislike visual learning. The results of independent sample T test and Pearson coefficient showed that: (3) tactile, kinesthetic and autonomous learning styles were positively correlated with English learning achievement; Auditory and group learning styles are negatively correlated with English learning achievement. (4) Visual and group learning styles are two of the most influential style variables affecting English learning achievement, and they are negatively correlated with English learning achievement. The correlation coefficients are .-0.072 and .-0.070. (5) the absolute value of Pearson coefficient between each style variable and English learning achievement is lower than 0.1, which indicates that the correlation between perceived learning style and English learning achievement is very low. According to the above research results, combined with daily teaching, the author puts forward specific teaching suggestions and learning strategies for junior high school English teachers and students. On the one hand, teachers should recognize the existence of students' individual differences and respect the differences between students and different learning styles. In teaching, flexible teaching strategies are adopted in order to match the students' learning style, and to help students improve their academic achievement to the maximum extent. On the other hand, teachers should consciously help students to understand their English learning styles, encourage students to enrich their learning styles to adapt to different learning requirements, and realize students' autonomous learning.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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