【作者】 张志强；

【导师】 张思锐；

【作者基本信息】 陕西师范大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 本文通过对师范生与非师范生的问卷调查,旨在探索师范生英语学习策略和英语语言水平之间的关系。在Oxford语言学习策略分类基础之上,参照刘润清2001年之问卷,经过细微调整,作者设置了六类语言学习策略,共计56个策略分类。通过对大学生选择师范专业及语言学习动机的调查,作者发现师范生与非师范生代表着不同特征的学习者,具有不同的学习动机,因而采用的学习策略也会有所不同。本文作者在总结前人理论与实践基础之上,自行设计了选择师范专业问卷和语言学习动机问卷,并且对其进行了总结分类。本文运用SPSS 13.0对以下三方而进行了分析:(1)对师范生六类英语学习策略运用情况进行了数据分析,以便得出其策略运用总趋势和选择,(2)将师范生语言学习策略对英语语言水平的影响进行了单向方差分析,(3)将师范生英语语言水平对策略运用的影响进行了单向方差分析,(4)将师范生语言学习策略彼此之间及语言学习策略与英语语言水平的相关性分别进行了相关性分析,以验证研究对象所持有的特定策略是否会影响其英语语言水平,英语语言水平的高低是否会对其策略使用带来影响。简介部分介绍了本文的研究背景,目的,方法及小足之处。第一章和第二章为本文奠定了扎实的理论基础。第一章对学习语言策略方面的基本研究进行了回顾,介绍了本文研究的总体情况和背景以及本研究的重要性。第二章详尽的列举了语言学习策略的不同定义和不同分类,回顾了为数不多的探讨学习策略和语言水平之间关系的研究,分析了目前研究中的分类缺陷,即众多研究集中于区分英语专业学习者和非英语专业学习者策略使用的异同及语言水平高分组学习者的策略使用情况,而没有注意到师范专业与非师范专业学习者策略使用情况的异同,更忽略了语言水平地分组学生的策略使用情况。而作者本人正是要着力于这些方面进行探究。第三章涉及的内容是研究对象的具体情况(包括师范生与非师范生的基本信息、语言学习动机的异同及学习策略喜好的异同等),研究土具,以及数据收集和分析的过程。其中发现大学生选择师范专业原因各异,但总体趋势趋同,即考虑到未来工作的稳定性和收入的可靠性以及经济等根本原因。第四章首先根据SPSS提供的数据对两组研究对象的学习策略及语言水平进行了分析,包括两者之间的单向方差分析,对语言学习策略彼此之间进行了相关分析,然后对语言学习策略与语言水平两者之间的关系进行了相关性分析并且得出了结论。师范院校非英语专业大学生总体策略使用频率不高。情感策略使用频率最高,认知策略使用频率最低。而对师范生而言,记忆策略使用频率最高,同样认知策略使用频率最低。在师范生中,有三种策略与语言水平有明显相关,依据由高到低的相关程度,它们分别是记忆策略、补偿策略及元认知策略。认知策略显示弱相关。结论部分在回顾全文的基础上对中国的英语教与学及策略研究的方向等提出了一些可供借鉴的建议。建议从事大学外语教学的科研工作者多研究目前极少探及的语言学习动机与语言学习策略两者之间关系的研究。更多还原

【Abstract】 This thesis intends to explore the relationship between language learning strategies and language learning levels through a questionnaire survey that encompasses a wide range of participants: Normal students’ learners and Non-normal students. These participants are supposed to adopt different learning strategies. SPSS13.0 is used to analyze: (1) six language learning strategies held by NSs and NNSs respectively; (2) language learning strategies adopted by NSs and the effects to ELP, (3) ANOVA of NSs’ ELP to their strategy use, and then the correlation between language learning strategies and English language proficiency to check whether NSs’ preference for certain types of learning strategies is partially determined by their English language proficiency.The part of Introduction deals with the research background, purposes, methodology and the limitation of the present study. Chapter 1 and Chapter 2 together establish a sound theoretical foundation for this study. Chapter 1 is a general survey of the study and background research, Chapter 2 is a general survey of the research on language learning strategies, presenting information about the definitions and classifications of language learning strategies and the limited amount of research on the relationship between language learning strategies and ELP.Chapter 3 elaborates on the situations of the participants, instrument employed in this study, and the process of data collection and data analysis. Chapter 4 shows the results of data analysis firstly and then compares language learning strategies held and employed by NSs, and finally comes to a discussion about the relationship between language learning strategies and ELP. The frequency of overall strategy use of teachers’ college non-English majors was not high. The most frequently used strategies were affective strategies and, and the least frequently employed strategies were cognitive strategies. For normal students, the most frequently used strategies were memory strategies, and the least frequently employed strategies were cognitive strategies. For normal students, three learning strategies have significant positive correlation to language proficiency level. According to the correlation value, the rank orders are memory strategy, compensation strategy, and metacognitive strategy. And cognitive strategy (p=.142, sig=.090) is also significant when the significance level is set to 0.1. And affective strategies and social strategies did demonstrate significant correlations with English achievement. Among the six categories of strategies, memory strategies had the strongest correlation with compensation strategies. NSs preferred memory strategies, affective strategies and compensation strategies. They seldom adopt cognitive strategies and metacognitive strategies.These findings are informative in respect to NSs as a group though some are inconsistent with the results of previous studies and some are not. It is hoped that my study can serve as a basis for further investigation of language learning strategies in depth and width. The part of Conclusion, based on the review of the whole study, comprises some tentative suggestions proposed by the author, to English teachers and learners across China.更多还原