【摘要】：在初中英語(yǔ)教學(xué)實(shí)踐中,教師不僅應(yīng)當(dāng)關(guān)心如何完善語(yǔ)言教學(xué)本身,而且還應(yīng)該關(guān)注如何基于對(duì)初中生英語(yǔ)學(xué)習(xí)策略的使用現(xiàn)狀的了解,實(shí)施或改進(jìn)英語(yǔ)學(xué)習(xí)策略教學(xué)。然而實(shí)際上,很少有教師注意了解初中生的英語(yǔ)學(xué)習(xí)策略的運(yùn)用現(xiàn)狀。與此相似,在第二語(yǔ)言學(xué)習(xí)策略研究和初中英語(yǔ)教學(xué)研究中,研究者也不僅應(yīng)當(dāng)探討英語(yǔ)學(xué)習(xí)策略和英語(yǔ)語(yǔ)言教學(xué)本身,而且更應(yīng)當(dāng)基于對(duì)初中生英語(yǔ)學(xué)習(xí)策略的使用現(xiàn)狀的研究,探討如何實(shí)施和改進(jìn)英語(yǔ)學(xué)習(xí)策略的教學(xué)。但是迄今為止,第二語(yǔ)言學(xué)習(xí)策略研究和初中英語(yǔ)教學(xué)研究領(lǐng)域尚缺乏對(duì)初中生英語(yǔ)學(xué)習(xí)策略運(yùn)用情況的探討。本研究面向初中英語(yǔ)教學(xué)實(shí)踐和相關(guān)研究的需要,針對(duì)目前對(duì)初中生英語(yǔ)學(xué)習(xí)策略運(yùn)用情況了解和研究不足的問(wèn)題,以從蓬萊市三所中學(xué)初中二年級(jí)中選取的約279名初中生為研究對(duì)象,以系統(tǒng)思維為指導(dǎo),以賈正傳等人提出的第二語(yǔ)言學(xué)習(xí)策略系統(tǒng)觀和分類法為依據(jù),以根據(jù)上述的第二語(yǔ)言學(xué)習(xí)策略系統(tǒng)觀和分類法并參照現(xiàn)有的各種第二語(yǔ)言學(xué)習(xí)策略調(diào)查問(wèn)卷和訪談提綱而設(shè)計(jì)的英語(yǔ)學(xué)習(xí)策略運(yùn)用系統(tǒng)問(wèn)卷和英語(yǔ)學(xué)習(xí)策略運(yùn)用影響因素訪談提綱以及初中二年級(jí)上學(xué)期英語(yǔ)期末考試試題為數(shù)據(jù)收集工具,以Excel2015為數(shù)據(jù)統(tǒng)計(jì)工具,通過(guò)定量分析與定性分析相結(jié)合的綜合研究方法和程序,對(duì)蓬萊市初中生英語(yǔ)學(xué)習(xí)策略的運(yùn)用現(xiàn)狀(覆蓋種類和運(yùn)用頻率)、運(yùn)用現(xiàn)狀對(duì)初中生英語(yǔ)學(xué)習(xí)成績(jī)的影響及應(yīng)用現(xiàn)狀形成的原因予以較為系統(tǒng)的調(diào)查探討,以便在了解策略運(yùn)用情況、其影響及成因的基礎(chǔ)上有針對(duì)性地改進(jìn)英語(yǔ)學(xué)習(xí)策略教學(xué)。研究結(jié)果表明:(1)蓬萊市初中生的英語(yǔ)學(xué)習(xí)策略運(yùn)用在總體上覆蓋了語(yǔ)言學(xué)習(xí)策略的各個(gè)種類,但是其運(yùn)用頻率卻隨學(xué)生不同而有所不同,也隨策略不同而存在差異,其中某些類型的策略(如心理或情感因素調(diào)控策略、元策略)的運(yùn)用頻率比其他類型的策略(如自然和課堂語(yǔ)境調(diào)控策略、社會(huì)文化環(huán)境調(diào)控策略、認(rèn)知因素調(diào)控策略、語(yǔ)言因素調(diào)控策略)的運(yùn)用頻率高一些。(2)蓬萊市初中生英語(yǔ)學(xué)習(xí)策略運(yùn)用情況對(duì)英語(yǔ)學(xué)習(xí)成績(jī)有一定的影響,策略運(yùn)用覆蓋面較大、頻率較高的學(xué)生,其英語(yǔ)學(xué)習(xí)成績(jī)較高,而較少運(yùn)用策略的學(xué)生,其英語(yǔ)學(xué)習(xí)成績(jī)則較差。(3)蓬萊市初中生英語(yǔ)學(xué)習(xí)策略的運(yùn)用現(xiàn)狀是學(xué)生的社會(huì)和文化環(huán)境、自然和課堂教學(xué)情境(特別是教師的語(yǔ)言學(xué)習(xí)策略教學(xué)的到位或缺失)、學(xué)生本人的心理因素和認(rèn)知能力以及學(xué)生已經(jīng)掌握的語(yǔ)言學(xué)習(xí)策略的性質(zhì)(特別是學(xué)生掌握的學(xué)習(xí)策略類型是否夠用)等各種方面的因素正面和負(fù)面影響的結(jié)果。本研究可望對(duì)初中英語(yǔ)教學(xué)實(shí)踐及相關(guān)研究具有一定的意義。就其實(shí)踐意義而言,本研究的成果可以直接為初中生英語(yǔ)學(xué)習(xí)策略教學(xué)或培訓(xùn)提供依據(jù),使策略教學(xué)具有針對(duì)性。就其學(xué)術(shù)意義而言,本研究有助于彌補(bǔ)目前語(yǔ)言學(xué)習(xí)策略研究和中學(xué)英語(yǔ)教學(xué)研究中對(duì)初中生英語(yǔ)學(xué)習(xí)策略研究的不足。
[Abstract]:In the practice of junior middle school English teaching, teachers should not only care about how to improve the language teaching itself, but also how to implement or improve English learning strategies teaching based on their understanding of the current situation of the use of English learning strategies. Similarly, in the study of second language learning strategies and junior high school English teaching, researchers should not only explore English learning strategies and English language teaching itself, but also explore how to implement and improve the teaching of English learning strategies based on the study of the current situation of junior high school students'English learning strategies. Up to now, there is still a lack of research on the application of English learning strategies in junior middle school students. This study aims to meet the needs of junior middle school English teaching practice and related research, aiming at the problem of insufficient understanding and Research on the application of English learning strategies in junior middle school students, so as to make a study from Penglai City. About 279 junior middle school students in the second grade of three middle schools were selected as the subjects of study. Guided by systematic thinking, based on the systematic view and classification of second language learning strategies proposed by Jia Zhengchuan and others, and according to the above-mentioned systematic view and classification of second language learning strategies and referring to the existing survey of various second language learning strategies. Systematic Questionnaire and Interview Outline for the Use of English Learning Strategies, Interview Outline on the Factors Affecting the Use of English Learning Strategies, and Final English Examination Questionnaires for the Last Semester of Junior Secondary School, with Excel 2015 as a statistical tool, are used to collect data. Comprehensive research methods and programs are combined with quantitative analysis and qualitative analysis. In order to improve English learning on the basis of understanding the application of English learning strategies, their influences and causes, this paper makes a systematic investigation into the present situation (covering types and frequency), the influence of the present situation on students'English learning achievements and the reasons for the formation of the present situation. The results show that: (1) English learning strategies used by Penglai junior high school students generally cover all kinds of language learning strategies, but the frequency of their use varies with the students, and also varies with the strategies. Some types of strategies (such as psychological or emotional factors control strategies, meta-policies) The frequency of using strategies is higher than that of other types of strategies (such as natural and classroom context control strategies, social and cultural environment control strategies, cognitive factors control strategies, language factors control strategies). (2) The use of English learning strategies in Penglai junior high school students has a certain impact on English learning performance, and the use of strategies covers a certain extent. The students with higher frequencies have higher scores in English learning, while those with fewer strategies have lower scores in English learning. (3) The current situation of the application of English learning strategies in Penglai junior middle school students is the students'social and cultural environment, the natural and classroom teaching situation (especially the teachers' language learning strategies teaching in place or absence). This study is expected to be of some significance to junior high school English teaching practice and related research. Meanwhile, the results of this study can provide a direct basis for the teaching and training of junior high school students'English learning strategies, and make the teaching of strategies targeted.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：2193871