本文關鍵詞：基于學生學習風格的高中英語閱讀策略培訓個案研究　出處：《杭州師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 學習風格 場獨立 場依存 EFL閱讀策略

【摘要】：一直以來,人們都認為學好一門外語關鍵在于找到合適的教學方法和編寫出優(yōu)秀的教材。因此,人們都在努力地尋找能適用于一切環(huán)境、奏效于各種不同類型學生的理想教學方法,并希望編寫出能達到這個目的的理想教材。人們的研究也取得了很大的成果,各類教學方法推陳出新,各類教材琳瑯滿目。但是,同一個教師在使用同一種教材、應用同一種教學方法去教授同一個班級的學生時都會出現不同的教學效果。有些學生學習成績較好,有些學生的成績卻不盡如人意。究其原因,發(fā)現人們忽略了教學中的一個重要變量——學生,即有個體差異的學生。所以,有學者(如Brown,2002; Littlewood,2008,何廣鏗,2011)認為：在教學中,只有優(yōu)秀的教學方法、高質量的教材,缺少對學生的了解,要取得教學上的成功依舊是很困難的。20世紀70年代中期開始,國外英語教學法研究的注意力發(fā)生了轉移。開始重視對學習者個體差異(Learner differences)的研究,以及這些個體差異對教學效果的影響。學生的個體差異表現在許多方面,如性別、年齡、學習動機、學習風格等。如何有效地培養(yǎng)高中學生英語閱讀能力一直是高中英語教學所要面對重大難題之一。然而,閱讀策略的有效培養(yǎng)是高中英語閱讀教學中的一個重點,也是提高學生閱讀能力的突破口。另外,教育部頒布的《普通高級中學英語課程標準》明確規(guī)定學習策略是課程目標的核心組成部分,而閱讀策略就是學習策略的重要分支。本文擬從學生場獨立／場依存學習風格個體差異的角度,來對其進行英語閱讀策略訓練。論文的研究假設(Hypothesis)是：基于學生場獨立／場依存學習風格差異的高中英語閱讀策略訓練能有效提高學生的閱讀能力。三個具體的研究問題(Research questions)如下：1.場獨立／場依存學習風格差異如何影響學生的EFL閱讀策略使用?2.基于學生學習風格差異的閱讀策略訓練能否有效提高學生EFL閱讀能力?3.教師如何進行基于學生學習風格差異的EFL閱讀策略訓練?本研究選取桐鄉(xiāng)市高級中學高二年級四位學生作為研究被試(Subjects),采用定量和定性混合的研究范式,運用個案研究的方法分以下四個階段進行。階段一：運用場獨立／場依存學習風格量表(GEFT)和前測(Pretest)挑選研究所需四位被試。被試的組成為場獨立、場依存各兩人,男女各兩人；同時,運用SPSS中單個樣本T檢驗(One-Sample t-test),對四位被試的前測成績進行均值差異性檢驗,要求四位被試的前測成績均值與全年級均值無差異。階段二：利用高中學生英語閱讀策略使用情況問卷(ERSISMiSS)調查被試的閱讀策略使用情況,記錄訓練前的策略使用調查結果；然后,開始對被試進行基于場獨立／場依存學習風格差異的英語閱讀策略訓練,訓練遵循學習風格匹配和失配原則進行,使學生在閱讀策略的運用上既“揚長”又“補短”。階段三：經過兩個月的訓練,對四位被試再進行后測(Posttest),兩周后再進行一次延遲后測(Postponed posttest),測試他們的閱讀水平；并再次進行高中學生英語閱讀策略使用情況問卷(ERSISMiSS)調查,記錄訓練后的閱讀策略使用調查結果。階段四：對研究過程中所獲得的數據進行定量和定性分析。首先,運用SPSS對后測和延遲后測的成績進行單個樣本T檢驗,發(fā)現經過訓練后四位被試的成績與全年級存在顯著性差異,明顯高于年級平均水平；其次,再運用SPSS對訓練前后的兩次閱讀策略使用情況問卷結果進行配對樣本T檢驗(Paired-Samplest-test),發(fā)現同一被試訓練前后的閱讀策略使用存在極其顯著的差異,訓練后策略使用更加豐富；最后,對測試和問卷的部分數據做定性分析,印證定量分析結果,并得出結論。本研究的結論是：基于場獨立／場依存學習風格的閱讀策略培訓能擴展學生的學習風格和增強學生閱讀策略的使用能力,從而提高其閱讀能力。全文共有五個章節(jié)組成。第一章(Introduction)簡要介紹了本項研究的背景和研究價值。第二章(Literature Review)對國內外場獨立、場依存學習風格以及英語閱讀策略方面的相關研究文獻進行綜述。第三章(Research Methodology)討論了研究的設計,包括研究環(huán)境、取樣、研究問題、研究步驟、研究工具、數據搜集與分析步驟、英語閱讀策略培訓方法等。第四章(Results and Discussion)對研究所得數據進行了分析與討論。第五章(Conclusion)主要是對本研究的簡要總結,包括研究發(fā)現、對中學英語閱讀教學的啟示和本研究尚存在的局限性。
[Abstract]:All along, people think the key to learn a foreign language is to find a suitable teaching method and write excellent materials. Therefore, people are trying to find a suitable for all environments, the ideal teaching methods work in a variety of different types of students, and hope to write a good textbook can achieve this purpose. The Research of people have achieved great results, get rid of all kinds of teaching methods, teaching materials. But one with a superb collection of beautiful things, teachers in the use of the same materials, the same kind of teaching methods to teach with a class of students will appear different teaching effect. Some students are good, some students do not satisfactory. The reason that people ignore an important variable in the teaching of students, namely the individual differences of students. Therefore, some scholars (such as Brown, 2002; Littlewood, 2008, He Guangkeng, 2011) thinks that in the teaching, only good teaching methods, high quality materials, lack of understanding of the students, to achieve success in teaching is still very difficult to start the.20 century mid 70s, the transfer of foreign language teaching approaches. Attention began to attach importance to the study of individual differences (Learner differences) research, and effect of these individual differences on the teaching effect. The students' individual differences in many aspects, such as gender, age, learning motivation, learning style and so on. How to effectively cultivate English reading ability of senior high school students has been the senior high school English teaching has to face a major problem. However, the effective reading strategies training is a focus on the English Reading Teaching in senior high school, but also to further improve students' reading ability. In addition, "senior high school English curriculum standard issued by the Ministry of education clearly" The core provisions of learning strategy is part of the curriculum goal, reading strategy is an important branch of learning strategies. This paper from the students of field dependence and independence of individual differences in learning styles, to carry on the training of English reading strategies. The research hypothesis (Hypothesis): field dependence and independence of students with different learning styles high school English reading strategy training can improve students' reading ability. Based on the three specific research questions are as follows: 1. (Research questions) field dependence and independence of learning style differences in how to use EFL students' reading strategies? 2. reading strategies training differences of students learning style can effectively improve students' reading ability based on the EFL 3.? How teachers are the differences of students learning style EFL reading strategy training based on? This study selected Tongxiang City senior high school four students As the research subjects (Subjects), using a mix of quantitative and qualitative research paradigm, using the method of case study is divided into the following four stages. Stage one: the use of field dependence and independence learning style scale (GEFT) and pretest (Pretest) selection study required four subjects. The subjects. As the field independence, field dependence of each two people, two men and women of all people; at the same time, the use of a single sample T SPSS test (One-Sample t-test), on four subjects pre-test scores of the test of mean difference, four subjects tested before no difference in the mean grades and grade average. Stage two: the situation of senior high school students' reading strategy use questionnaire (ERSISMiSS) survey participants use reading strategies and records before the training of strategy use survey results; then began to be tried based on the field dependence and independence learning style differences of English reading strategy training, Follow the training of learning style matching and mismatch principle, so that students in the use of reading strategies on both "swagger" and "short". Stage three: after two months of training, the four subjects were measured after two weeks (Posttest), followed by a delayed post test (Postponed posttest), test their reading level; and again situation of senior high school students' reading strategy use questionnaire (ERSISMiSS) survey, record training after reading strategy use survey results. Stage four: to obtain the data for the quantitative and qualitative analysis. First of all, the use of SPSS on the posttest and delayed posttest. Results of a single sample T test, found that after training four subjects and grade there is a significant difference between the grade was significantly higher than the average level; secondly, then use SPSS use questionnaire to two times before and after the training of reading strategies The results were analyzed by paired samples T test (Paired-Samplest-test), found the same subjects before and after training, the use of reading strategies have significant difference, after the training strategy for the use of more abundant; finally, part of the data of test and questionnaire to make qualitative analysis, confirms the results of quantitative analysis, and draws a conclusion. The conclusion of this study is: field independent field dependence / learning style reading strategy training can expand students' learning style and enhance the ability of students use reading strategies based on, so as to improve their reading ability. This thesis consists of five chapters. The first chapter (Introduction) briefly introduces the background and research value of this research. The second chapter (Literature Review) in China field independence, field dependence learning literature style and English reading strategies were reviewed. The third chapter discusses the design (Research Methodology) research, Including the research environment, sampling, research questions, research steps, research tools, data collection and analysis steps of English reading strategy training methods. The fourth chapter (Results and Discussion) to study the data is analyzed and discussed. The fifth chapter (Conclusion) is mainly a brief summary of this research, including the study found that the the limitations of this research and teaching is the middle school English reading.

【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1404219