【作者】 李莉；

【导师】 熊苏春；

【作者基本信息】 南昌大学 ， 外国语言学及应用语言学， 2016， 硕士

【摘要】 学习风格是学习者特有的认知,情感,生理因素的多维混合体,可以较稳定地显示学习者是如何感知学习环境,与学习环境相互作用,回应学习环境(Keef,1982)。学习策略是学习者为使语言学习更加成功、更加自主、更加愉快所采取的行为或行动(Oxford,1989)。学习风格影响语言学习策略的选择及语言学习效果,所以二者的关系研究对外语学习及教学非常重要。基于此,本研究采取定量和定性的研究方法探讨英语专业研究生学习风格与学习策略的相关性以及性别,性格,年级差异对学习风格和策略使用产生的影响。具体研究问题如下:1)英语专业研究生的学习策略使用趋势如何?2)英语专业研究生学习风格分布状况如何?3)学习策略与学习风格之间的相关性如何?4)学习者的个人因素,诸如性别,性格,年级是否会影响学习风格倾向及学习策略使用?本研究的实验对象是南昌大学、江西师范大学、江西财经大学的146名英语专业研究生。测量工具包括Reid的感知学习风格倾向调查问卷和Oxford的语言学习策略调查问卷,并且根据英语专业研究生的学习特点,问卷内容有所修改。然后运用SPSS16.0对所得数据进行统计分析。最后,选取9位学生进行访谈,所得数据进一步补充定量研究的结果。研究结果显示:1)英语专业研究生在英语学习和研究过程中更倾向使用元认知策略、社会策略、补偿策略;2)英语专业研究生在学习和研究中呈现出偏爱触觉风格、听觉风格、动觉风格;3)研究还发现视觉风格与元认知策略、情感策略、社会策略成正相关;触觉风格与补偿策略、元认知策略、情感策略、社会策略成正相关;听觉风格及集体风格与情感策略、社会策略成正相关;动觉风格与六种学习策略成显著正相关;个人风格与学习策略无相关性;4)调查显示学习策略使用与其个人因素的关系:性别及不同年级学生与学习策略使用不存在差异;不同性格学生与学习策略使用存在显著差异。学习风格倾向与其个人因素的关系:性别及不同年级学生在学习风格倾向上存在显著差异;不同性格学生在学习风格倾向上不存在差异。在理论上,本研究加强了人们对学习风格与学习策略关系的认识及理解,并且进一步验证Oxford等人的观点,即:学习风格与学习策略之间存在紧密联系。此外,本研究对学生学习及老师教学有一定的实践意义。引起学生对学习风格及策略的关注,学生可以根据实际需求运用不同的学习策略使得学习风格多样化,更好地应对不同的语言学习任务。老师应该了解学生学习风格,调整自己的教学风格及方法来适应不同风格学生的需求。并且加强师生了解及互动,帮助学生探寻学习风格与学习策略之间的关系,促进语言学习能力的发展。更多还原

【Abstract】 Learning styles are characteristic cognitive, affective, and psychological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment(Keef, 1982). Language learning strategies are behaviors or actions taken by learners to make language learning more successful, self-directed and enjoyable(Oxford, 1989). Learning styles make an impact on the choice of learning strategies and language learning effects. Therefore,the research on their relationship is of great importance to foreign language learning and teaching.This study adopts quantitative and qualitative methods to investigate the relationship between learning styles and learning strategies as well as the influence of gender, personality and grade on learning styles and learning strategies. To be more exact, there are four research questions: 1) what is the general tendency of learning strategy use for the English major graduates? 2) What is the general tendency of English major graduates’ learning styles? 3) What is the relationship between learning styles and learning strategies of English major graduates? 4) How do the individual factors, such as gender, personality and grade, affect learning strategy use and learning style preference?The subjects are 146 English major graduates in Nanchang University, Jiangxi Normal University and Jiangxi University of Finance and Economics. The quantitative method is questionnaire-based, including Reid’s Perceptual Learning Style Preference and Oxford’s Strategy Inventory for Language Learning. Besides, the qualitative method is interview-based, including 9 subjects. All the statistics are collected and analyzed through SPSS16.0. The interviews further supplement the results of quantitative research.The main research results are presented. Firstly, English major graduates favor meta-cognitive, social and compensation strategies in the process of English learning and research. Secondly, English major graduates have a strong preference for tactile,auditory and kinesthetic styles in learning and research. Thirdly, the research demonstrates that visual style has positive correlation with meta-cognitive, affective and social strategies. Tactile style correlates with compensation, meta-cognitive,affective and social strategies. Auditory style and group style correlate with affectiveand social strategies. Kinesthetic style has a positively significant relationship with all learning strategies. Individual style does not correlate with learning strategies. Finally,the investigations show the relationship between learning strategies and individual differences, as well as between learning styles and individual differences. In terms of learning strategy use, no difference exists in gender and different grades and significant difference can be found in different personality types. With respect to learning style preference, significant differences are discovered in gender and different grades and no difference exists in different personality types.Theoretically, this study reinforces people’s understanding of the relationship between learning styles and learning strategies. Furthermore, it proves Oxford et al’s viewpoint that there exists close link between learning styles and learning strategies.Practically, this study has implications to students’ learning and teachers’ teaching. On the one hand, it arouses students’ attention to learning styles and strategies. In order to complete diverse language learning tasks, students could apply various learning strategies to diversify their learning styles. On the other hand, teachers should realize students’ learning styles and then adjust their teaching styles and methods to fit different students’ need. Teachers also need to strengthen the interaction with students and assist them to explore the relationship between learning styles and learning strategies so as to improve their development of language learning ability.更多还原