發(fā)布時(shí)間：2024-06-29 01:48

　　英語學(xué)習(xí)策略作為學(xué)習(xí)者個(gè)人因素的重要組成部分,在近年受到越來越多的關(guān)注。有研究指出,英語學(xué)習(xí)策略的使用對(duì)成績(jī)有一定的影響。然而,國(guó)內(nèi)大部分相關(guān)研究選取的研究對(duì)象為大學(xué)生、中學(xué)生或小學(xué)生,很少有研究者將中職生納入英語學(xué)習(xí)策略的研究范圍。作為中國(guó)教育體系的一部分,中職生的英語學(xué)習(xí)策略研究不容忽視。此外,中國(guó)經(jīng)濟(jì)的快速發(fā)展對(duì)中職生的英語實(shí)際應(yīng)用能力也提出了更高的要求。但是,我們不難發(fā)現(xiàn)中職生的英語水平普遍不高,其對(duì)英語的興趣和學(xué)習(xí)動(dòng)機(jī)都不強(qiáng)。為了尋求可能的途徑,提高中職生的英語水平,本研究將對(duì)中職生的英語學(xué)習(xí)策略與學(xué)習(xí)成績(jī)的關(guān)系進(jìn)行探究。本研究選取廣州地區(qū)四所中職學(xué)校215名學(xué)生作為研究對(duì)象進(jìn)行問卷調(diào)查,并選取其中8位進(jìn)行訪談。本研究包含三個(gè)方面:(1)中職生英語學(xué)習(xí)策略的總體使用情況如何?(2)中職生各種英語學(xué)習(xí)策略的使用和全國(guó)英語等級(jí)考試的成績(jī)之間是否相關(guān)?(3)高分者和低分者在英語學(xué)習(xí)策略的使用上是否有差異?研究選用學(xué)者Oxford的《英語學(xué)習(xí)策略調(diào)查》問卷作為主要工具。該問卷是基于Oxford的英語學(xué)習(xí)策略分類模式設(shè)計(jì)的,問卷共有50道題目。為了幫助中職學(xué)生更好地理解問卷內(nèi)容,作者將...

【文章頁數(shù)】：80 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Definition of Language Learning Strategies
    2.2 Taxonomies of Language Learning Strategies
        2.2.1 Rubin’s Taxonomy of Language Learning Strategies
        2.2.2 O’Malley & Chamot’s Taxonomy of Language Learning Strategies
        2.2.3 Oxford’s Taxonomy of Language Learning Strategies
        2.2.4 Cohen’s Taxonomy of Language Learning Strategies
        2.2.5 Wen Qiufang’s Taxonomy of Language Learning Strategies
    2.3 Methods Employed for Language Learning Strategies Research
    2.4 Previous Researches on Language Learning Strategies
        2.4.1 Previous Researches on Language Learning Strategies Abroad
        2.4.2 Previous Researches on Language Learning Strategies at Home
    2.5 The Good Language Learners
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
        3.3.3 PETS
    3.4 Data Collection
        3.4.1 Questionnaire Data Collection
        3.4.2 Interview Data Collection
    3.5 Data Analysis Methods
        3.5.1 Descriptive Data Analysis Method
        3.5.2 Correlational Data Analysis Method
        3.5.3 Regression Analysis
        3.5.4 Independent-samples T Test
    3.6 Summary
Chapter Four Results and Discussions
    4.1 Descriptive Analysis of the Research Data
        4.1.1 Descriptive Analysis of PETS Achievements
        4.1.2 Descriptive Analysis of Language Learning Strategies
    4.2 Correlations between Secondary Vocational Students’ Language LearningStrategies and PETS Achievements
    4.3 Differences on Language Learning Strategies Use between High-achievingand Low-achieving Secondary Vocational Students
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix Ⅰ
Appendix Ⅱ



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