中文摘要:外语环境下学生语言学习策略的研究在国内外应用语言学界受到越来越多的关注。从二十世纪七十年代到现在。许多研究者在这一领域做出了贡献,研究成果颇丰。例如优秀语言学习者的策略使用情况,策略和行为的关系,策略培训,影响策略使用的各种影响因素。大量前人的研究结果表明,学习策略的使用的确与外语学习效果有关。这一点引起了我们的注意。 本论文的作者发现,在现有的文献中,国内对学生在其一外和二外学习策略使用的对比实证研究相对较少,因此有必要在这一领域开展进一步探讨,以补充现有研究中的不足,了解中国大学生在一外和二外学习中如何使用学习策略,是否有差异。鉴于以上情况,本论文调查了某高校英语专业学生在学习一外(如英语)和学习二外(如法语或日语)中策略使用情况,以考察英语专业学生在中国外语学习环境下一外和二外学习中策略使用的异同以及与学习成绩的关系。 本研究试图回答以下三个问题: 1.英语专业学生在学习一外和二外中学习策略使用情况的总体趋势是什么?其异同点在哪里? 2.英语专业学生一外和二外学习策略使用与其专四成绩以及二外成绩(包括法语和日语期末考试成绩)的关系是否相关?哪些策略更频繁地用于一外学习,哪...英文摘要:Studies on students language learning strategies (LLS) in the foreign languages context have received growing attention in the field of applied linguistics both home and abroad. From 1970s to the present, a number of researchers have made their contributions in this field with fruitful achievements. For example, there are studies concerning with strategies used by good language learners, the relationship between strategies and performance, strategy training, different factors affecting strategies. Many pre...目录:摘要6-8Abstract8-9Chapter 1 Introduction14-19 1.1 Background14-16 1.2 Purpose of This Study16 1.3 Research Questions16-17 1.4 Significance of the Study17 1.5 Framework of the Thesis17-19Chapter 2 Literature Review19-33 2.1 Language Learning Strategies(LLS)19-21 2.2 Classifications of LLS21-30 2.2.1 Stern's Classification21-22 2.2.2 Wen Qiufang's Classification22 2.2.3 Cohen and Dornyei's Classification22 2.2.4 Oxford's Classification22-30 2.3 Factors Influencing the Choice of L2 Learning Strategies30-33 2.3.1 Motivation30-31 2.3.2 Different Languages31 2.3.3 Previous Language Learning Experience31 2.3.4 Proficiency Level31-33Chapter 3 Methodology33-38 3.1 Subjects33 3.2 Instruments33-36 3.2.1 LLS Questionnaires33-35 3.2.2 Reliability of the Questionnaires35-36 3.2.3 TEM-436 3.2.4 FL2 Final Examination36 3.3 Data Collection36-37 3.4 Methods of Data Analysis37-38Chapter 4 Results and Discussions38-63 4.1 Overall Tendency of Strategy Use in FL1 and FL238-47 4.1.1 Use of Learning Strategies in FL138-40 4.1.2 Use of Learning Strategies in FL240-44 4.1.3 Similarities and Differences in the Preference of Strategy Use in FL1 and FL244-47 4.1.3.1 Differences in the Preference of Strategy Use in FL1 and FL245-46 4.1.3.2 Similarities in the Preference of Strategy Use in FL1 and FL246-47 4.2 Use of Learning Strategies in Each Category47-55 4.2.1 Memory Strategy Use in FL1 and FL249-50 4.2.2 Cognitive Strategy Use in FL1 and FL250 4.2.3 Compensation Strategy Use in FL1 and FL250-51 4.2.4 Meta-cognitive Strategy Use in FL1 and FL251-52 4.2.5 Affective Strategy Use in FL1 and FL252-53 4.2.6 Social Strategy Use in FL1 and FL253-55 4.3 Correlation between Strategy Use and Proficiency55-59 4.3.1 Learning Strategy,Use and English TEM-4 Scores(FL1)55 4.3.2 Learning Strategy Use and French Scores(FL2)55-56 4.3.3 Learning Strategy Use and Japanese Scores(FL2)56 4.3.4 Differences and Similarities in Correlation between Strategy Use and Proficiency in FL1 and FL256-59 4.4 Transfer of Strategy Use from FL1 to FL259-63Chapter 5 Conclusion and Implication63-66 5.1 Major Findings63-64 5.2 Implications for FL1 and FL2 Learning and Teaching64-65 5.3 Limitations and Future Research Direction65-66Acknowledgements66-67Bibliography67-72Appendix 1 Inventory of Language Learning Strategies(ILLS)(English Version)72-75Appendix 2 Chinese Version of SILL75-78Publications While Registered with MA Program78 |
