從上世紀(jì)70年代開始,關(guān)于第二語言習(xí)得的研究中心已逐漸從教師“如何有效教學(xué)”的教學(xué)過程轉(zhuǎn)化為學(xué)生“如何有效學(xué)習(xí)”的學(xué)習(xí)過程。以此為背景,個體差異對學(xué)習(xí)策略使用的影響一直得到研究者的關(guān)注,并且已經(jīng)在這個領(lǐng)域取得了巨大的進(jìn)展。但大部分研究都是針對城市的學(xué)生,對農(nóng)村地區(qū)中學(xué)生的學(xué)習(xí)策略研究并不多。為了填補(bǔ)我國語言學(xué)研究在這方面的空白,還需要進(jìn)一步的研究。本研究在對英語學(xué)習(xí)策略等相關(guān)理論研究及其成果綜述的基礎(chǔ)上試圖揭示兩個變量(性別與熟練度)是否對農(nóng)村學(xué)生學(xué)習(xí)策略的使用有影響。本研究以樟樹市一所農(nóng)村中學(xué)195名的初一學(xué)生為調(diào)查對象,其中男生100人,女生95人。為了取得實(shí)證數(shù)據(jù)的驗(yàn)證和支持,本文采用Oxford的“學(xué)習(xí)策略測量表”(SILL)。本研究運(yùn)用SPSS 24.0對收集的數(shù)據(jù)進(jìn)行描述分析和獨(dú)立樣本T檢驗(yàn)以及卡方檢驗(yàn),隨后通過半結(jié)構(gòu)化訪談收集定性數(shù)據(jù),以便對結(jié)論進(jìn)行解釋和補(bǔ)充。通過定量和定性數(shù)據(jù)分析,研究結(jié)果表明:(1)農(nóng)村中學(xué)生對英語學(xué)習(xí)策略的整體在中等水平,他們使用元認(rèn)知策略最多,記憶和社交策略最少;(2)高低水平學(xué)習(xí)者的策略使用有顯著差異�？偟膩碚f,高水平學(xué)習(xí)者比低水平學(xué)習(xí)者更廣泛...

【文章頁數(shù)】：64 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
    1.2 Differences in English Teaching and Learning between Rural and UrbanSchools
    1.3 Purposes and Significance of the Present Study
    1.4 Framework of the Thesis
Chapter2 Literature Review
    2.1 Definitions of Language Learning Strategies
    2.2 Classification of Language Learning Strategies
        2.2.1 Classification of LLS in Early Studies
        2.2.2 Classification of LLS in Subsequent Studies
    2.3 Development of Research on Language Learning Strategies
    2.4 Factors Affecting the Use of Language Learning Strategies
    2.5 Related Research on Language Learning Strategies
        2.5.1 Effect of Language Proficiency on Students’Use of Learning Strategies
        2.5.2 Effect of Gender on Students’Use of LLS
    2.6 Theoretical Foundations of the Present Study
    2.7 Research Questions
Chapter3 Research Methodology
    3.1 Subjects
        3.1.1 Survey Subjects
        3.1.2 Interview Subjects
    3.2 Instruments
        3.2.1 Questionnaire
        3.2.2 Semi-Structured Interview
    3.3 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Overall Patterns of Strategy Use by Middle School Students inRural Area
        4.1.1 General Pattern of LLS Use of Middle School Students
        4.1.2 Strategy Use at Category Level by Middle School Students
    4.2 Differences in Strategy Use between High and Low Proficient Students inRural Area
        4.2.1 Differences in Overall LLS Use
        4.2.2 Differences in LLS Use at Category Level
        4.2.3 Differences in LLS Use at Individual Strategy Level
    4.3 Differences in LLS Use between Male and Female Students in Rural Area
        4.3.1 Differences in General LLS Use
        4.3.2 Differences in LLS Use at Category Level
        4.3.3 Differences in LLS Use at Individual Strategy Level by Gender
Chapter5 Conclusion and Implications
    5.1 Major Findings of This Study
    5.2 Implications for English Teaching and Learning in Rural Middle Schools
    5.3 Limitations and Suggestions for Future Research
References
AppendixⅠ: Questionnaire
Appendix II: Semi-Structured Interview Questions
Acknowledgements
在讀期間公開發(fā)表論文(著)及科研情況



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