發(fā)布時(shí)間：2023-06-02 22:00

　　“授人以魚(yú),不如授人以漁”。在外語(yǔ)教學(xué)領(lǐng)域,自從20世紀(jì)70年代以來(lái),研究者們逐漸把重點(diǎn)從研究“如何教”轉(zhuǎn)變到研究“如何學(xué)”,有關(guān)語(yǔ)言學(xué)習(xí)策略各方面的研究一直倍受語(yǔ)言教育者的關(guān)注。其中關(guān)于影響語(yǔ)言學(xué)習(xí)策略使用的因素,如語(yǔ)言學(xué)習(xí)者動(dòng)機(jī)、性別、語(yǔ)言水平等方面的研究為數(shù)不少,但對(duì)于作為一個(gè)重要影響因素之一的教育體制(應(yīng)試教育)因素卻未能引起研究者們的充分重視。 至今,國(guó)內(nèi)外學(xué)者對(duì)教育體制因素在策略使用方面的影響的研究尚處于初級(jí)階段,幾乎沒(méi)有成型的結(jié)論。因此,本文作者認(rèn)為十分有必要對(duì)教育體制(應(yīng)試教育)與學(xué)習(xí)策略使用的關(guān)系進(jìn)行探討和研究,從而調(diào)查出語(yǔ)言學(xué)習(xí)者在應(yīng)試教育體制下語(yǔ)言學(xué)習(xí)策略的使用情況,提高語(yǔ)言學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)效率。針對(duì)以上研究目的,本文作者提出了以下研究問(wèn)題：首先,應(yīng)試教育與學(xué)習(xí)策略的選擇是否有關(guān)系?其次,如果有關(guān)系的話,應(yīng)試教育具體是怎樣影響學(xué)習(xí)策略的選擇的? 本研究采用問(wèn)卷調(diào)查的方法于2010年12月對(duì)成都中醫(yī)藥大學(xué)二年級(jí)體育專(zhuān)業(yè)的80位學(xué)生在應(yīng)試教育環(huán)境下的語(yǔ)言學(xué)習(xí)策略的運(yùn)用現(xiàn)狀展開(kāi)了調(diào)查。在調(diào)查過(guò)程中,本文作者分別采用了三份問(wèn)卷：被試者對(duì)于應(yīng)試教育的態(tài)度的問(wèn)卷、Oxford...

【文章頁(yè)數(shù)】：96 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要 Abstract Chapter 1 Introduction
1.1 Statement of the Problem
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Structure of the Thesis Chapter 2 Literature Review
2.1 History of Examination-Oriented Education and English Examination-oriented Education
    2.1.1 Definition of Education and Examination-oriented Education
    2.1.2 The Development of Examination-Oriented Education and English Examination-oriented Education
    2.1.3 English Examinations for Chinese Students
2.2 Studies on Language Learning Strategies
    2.2.1 Definition of Language Learning Strategies
    2.2.2 Classification of Language Learning Strategies
    2.2.3 Classification Made by Oxford
2.3 Factors Influencing the Employment of Language Learning Strategies
    2.3.1 Relationship between Language Proficiency Level and the Employment of Language Learning Strategies
    2.3.2 Relationship between Cultural Background and the Employment of Language Learning Strategies
    2.3.3 Relationship between Motivation and the Employment of Language Learning Strategies
    2.3.4 Relationship between Examination-oriented Education and the Employment of Language Learning Strategies Chapter 3 Research Method
3.1 Research Design
    3.1.1 Research Subjects
    3.1.2 Research Instruments
3.2 Data Collection Process
    3.2.1 Pilot Study
    3.2.2 Data Collection
    3.2.3 Data Analysis Chapter 4 Results
4.1 Background Information of the Subjects
4.2 Description of the Results
    4.2.1 Research Question 1
    4.2.2 Research Question 2 Chapter 5 Discussions and Conclusion
5.1 Summary of Major Findings
    5.1.1 Findings of the Subjects' Individual Background Information
    5.1.2 Findings of the Subjects' Understanding of Examination-oriented Education in China
    5.1.3 Findings of the Strategy Inventory for Language Learning (SILL)
5.2 Analysis of the Answer to Research Question 1
5.3 Analysis of the Answer to Research Question 2
    5.3.1 The Most Frequently Used Strategies:Metacognitive Strategies and Compensation Strategies
    5.3.2 The Least Frequently Used Strategies:Memory Strategies and Social Strategies
5.4 Implications and Recommendations for Language Teaching and Learning
5.5 Recommendations for Future Research
    5.5.1 Limitations of the Current Study
    5.5.2 Suggestions for Future Research
5.6 Conclusion Bibliography Appendix A Appendix B Appendix C Appendix D Pilot Study Results Acknowledgements 在讀期間科研成果目錄



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