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内容来自论文无忧网 www.paper51.com 某某 师 范学 院
paper51.com copyright paper51.com 本科毕业论文 http://www.paper51.com copyright paper51.com某某市第三小学学生英语学习策略调查
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paper51.com 姓名: 刘 娴
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http://www.paper51.com 指导教师姓名： 蔡 丽 红
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内容来自www.paper51.com copyright paper51.com 申请学位级别： 学 士 http://www.paper51.com paper51.com 论文提交日期 2009年5 月
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copyright paper51.com An Investigation into EnglishLearning Strategies Used by Students in paper51.com http://www.paper51.comYuxiNo.3 Elementary School
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http://www.paper51.com Liu Xian
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http://www.paper51.com AThesis Submitted as a paper51.com http://www.paper51.comPartialFulfillment for the Degree of 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.comB.A.in English
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http://www.paper51.com 内容来自论文无忧网 www.paper51.com SCHOOLOF FOREIGN LANGUAGES
内容来自www.paper51.com copyright paper51.comYUXU NORMAL UNIVERSITY 内容来自www.paper51.com paper51.com
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内容来自www.paper51.com copyright paper51.com copyright paper51.com Abstractcopyright paper51.com Now that Chinese elementary school students have begun to learnEnglish earlier than before, most in third grade and some even in first grade,it is necessary for children to know the learning strategies, Learningstrategies can make the learners’ learning easier, faster, more enjoyable, moreself-directed, more effective, andhelp learners to control their own learning through organizing, planning, andevaluating. Thispaper relates a study of language learning strategies used by fifth grade studentsin Yuxi No.3 Elementary School and discusses theirrelationship to the students’ scores.
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paper51.com Keywords: elementary school students; English learning; learning strategies
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内容来自www.paper51.com http://www.paper51.com 摘 要内容来自www.paper51.com 现今中国小学生很早便开始学习英语，大部分在小学三年级有的甚至在一年级便开始学习，所以让学生认识和了解学习策略是非常必要的。学习策略，可以使学习者的学习更方便、更快捷、更愉快、更自主、更有效；而且能帮助学习者通过组织、规划和评价来有效的控制自己的学习。本文主要是了解某某市第三小学学生英语学习过程中学习策略的应用情况，讨论了学习策略与学生分数之间的关系。 copyright paper51.com 内容来自论文无忧网 www.paper51.com
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paper51.com 关键词：小学生; 英语学习; 学习策略 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com
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内容来自论文无忧网 www.paper51.com Contents http://www.paper51.com 内容来自www.paper51.comStatement ofAuthorship. i
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Acknowledgments. ii
内容来自论文无忧网 www.paper51.com copyright paper51.com Abstract iii copyright paper51.com paper51.com摘 要... iv http://www.paper51.com paper51.com 1. Introduction. 1 http://www.paper51.com copyright paper51.com 2. Literature Review.. 1 http://www.paper51.com http://www.paper51.com 2.1Introduction……………………………………………………………………………...1 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com2.2 Definition and Classificationof Learning Strategies……….…………………………..2
paper51.com 内容来自www.paper51.com 3.Research Methodology. 5 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com3.1 Population andSubjects……………………………………………………….....……..5 paper51.com 3.2Research Instruments..………………………………………………………………….6
paper51.com 内容来自www.paper51.com 3.2.1 Questionnaires…………………………………………………………..………..6 paper51.com copyright paper51.com 3.2.2 The Scores ofLast Term Final Test………………………………………………6 内容来自论文无忧网 www.paper51.com copyright paper51.com 4.Data Collection……………………………………………………………………..……….6
http://www.paper51.com paper51.com 5.Results and Analysis. 7 http://www.paper51.com http://www.paper51.com 6.Conclusion …………………………………………………………………………………10 内容来自www.paper51.com http://www.paper51.comReferences. 12
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内容来自www.paper51.com List of Figures paper51.com 内容来自论文无忧网 www.paper51.comForm1: Overall view of students’ strategies use 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.comForm2: Order of strategy frequency
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.comForm3: Contrastbetween the group who passed the test and the group who failed
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内容来自论文无忧网 www.paper51.com 1. Introduction paper51.com 内容来自论文无忧网 www.paper51.comAsbeginners in foreign language learning, children haven’t formed stable studyhabits and have great plasticity in language learning strategies. If macroscopiclearning strategies used by successful child learners can be identified, poorlearners can be given learning strategy instruction to help them learn aforeign language well, specifically, to raise their learning, speaking,reading, writing and translating abilities in the foreign language. Now that Chinese elementary school students have begun to learn Englishearlier than before, most in third grade and some even in first grade, it isnecessary for children to know the learning strategies used by high-scoringstudents and get instructions to use such strategies in their English learning. Learningstrategies can make the learners’ learning easier, faster, more enjoyable, moreself-directed, more effective, and help learners to control their own learning throughorganizing, planning, and evaluating. On basis of Oxford’s Strategy Inventory for Languageand Wen Qiufang, Cheng Xiaotang’s research, the author projected a set ofquestionnaires for English learning strategies for the research, then attempt to find some factors connected with English learning strategiesthat are influencing students’ English learning, and answerthe following questions: 1.Do high-scoring and low-scoring elementary schoolstudents use the same strategies to learn English? 2.Whatare the relationships between the learning strategies used by high-scoring andlow-scoring Chinese elementary school students and their English scores? 内容来自论文无忧网 www.paper51.com paper51.com paper51.com 2. LiteratureReview 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com2.1 Introduction copyright paper51.com http://www.paper51.com Since Rubin initial research on language learning strategiesin the early 1970’s,many scholars, including O’Malley (1985), Chamot (1990), Oxford (1990), Gu Yongqi (1994), Jiang Zukang (1994), and Weng Qiufang (1996), have doneresearch in this field by talking adult language learners, and English ornon-English major college students, as their research subjects. As far aschildren are concerned, their educational background, learning goals, learningrequirements and study habits are quite different from those of adults, sotheir learning strategies should also have their features.Butonly few scholars, including Wong-Fillmore (1989), Chen Huaand Zhang Yifang (2001) and XuYulong (2003) have focused on children’s learningstrategies. Among these, all have dealt with microcosmic research.Wong-Fillmore did research on Mexican children’s social strategies andcognitive strategies in their English learning (1989); Chen Huaand Zhang Yifang (2001) dealt with the Chinesechildren’s English vocabulary learning strategies, while XuYulong (2003) took the reading strategies ofelementary and secondary school students as his research focus. No macroscopicresearch of children’s learning strategies has been done. copyright paper51.com paper51.com2.2 Definition and Classification ofLearning Strategies copyright paper51.com paper51.comLearningstrategies seem to be "tricks" that learners help themselves rememberthings better or to do tasks more efficiently. Several researchers have studiedwhat learning strategies are. paper51.com 内容来自www.paper51.comThe definition of learning strategies presented by O’Malleyand Chamot is “the special thoughts or behaviors thatindividuals use to help them comprehend, learn or retain new information”. InO’Malley and Chamot’s framework, three major types oflanguage learning strategies are distinguished. They are cognitive strategies, metacognitive strategies, and social/affective strategies. http://www.paper51.com 内容来自www.paper51.com Oxford(1990) takes us to a definition which breaks the term learning strategies downto its roots--the word strategy. She informs us that this word comes fromthe Greek word 'strategia' which means generalship orthe art of war. Strategy meant the management of the troops, ships, oraircraft in a war situation. She points out a similar word tactics whichare tools to achieve the success of strategies. These two words, used interchangeably mean planning, competition,conscious manipulation, and movement toward a goal. In a problem solvingsituation, it would imply "using a plan, step or conscious action towardachievement of an objective." Oxford continues to expand on thisdefinition by stating that "learning strategies are specific actions takenby the learner to make learning easier, faster, more enjoyable, moreself-directed, more effective, and more transferable to new situations.”
http://www.paper51.com 内容来自论文无忧网 www.paper51.com Weinsteinand Mayer in Witrock (1986) have coined onedefinition of learning strategies as "behaviors and thoughts that alearner engages in during learning and that are intended to influence thelearner's encoding process." They go on to state various learningstrategies that could be used with learners.
copyright paper51.com paper51.comNisbet and Shucksmith (1986)define learning strategies simply as "the processes that underlieperformance on thinking tasks." They go on to explain that "strategiesare more than simple sequences or agglomerations of skills; they go beyond the'strings' or routines advocated in some study manuals. They are almostalways purposeful and goal-oriented, but they are perhaps not always carriedout at a conscious or deliberate level. They can be lengthy or so rapidin execution that it is impossible to recapture, recall, or even be aware thatone has used a strategy." They move toward a metacognitiveapproach to strategy use and learning. They believe that since not alllearning strategies are equal in terms of usability and ease of acquisition,there exists a hierarchy of strategies which arerelated to metacognition, or knowledge of one's ownmental processes. (Net.1) copyright paper51.com 内容来自论文无忧网 www.paper51.comAllstrategy researchers have try their best to define“strategy”,but few seem to agree on what a learning strategy actually is(Bialystock,1981). To illustrate, Chamot refers tolearning strategies as “techniques, approaches or deliberate actions thatlearners invoke to facilitate learning and recall”. The term refers to a way inwhich a learner attempts to work out the meanings and uses of words,grammatical rules, and other aspects of a language, for example, by the use ofgeneralization and inference (Richards, 2000). Learning strategies, accordingto Weinstein and Mayer (1986), have learning facilitation as a goal and areinternational on the part of learner. The goal of strategy use is to “affectthe learners motivational or affective state, or the way in which the learnerselects, acquires, organizes, or integrates new knowledge” (Weinstein andMayer, 1986: 315). Language learning strategies are different from learningmethods and skills. Learning methods and skills are the means of the learner takein order to solve some questions or make the study more efficient. Whilelearning strategies are “behaviors and thoughts that a learner engages induring learning and that are intended influence the learner’s encoding process.”(Weinstein and Mayer in Witrock, 1986) They not onlyinclude learning methods and skills, but also include many other strategiestaken by the learners to make learning easier, faster, more enjoyable, moreself-directed, more effective, and more transferable to new situations. Weden and Rubin (1987:23) regard learning strategies as “strategieswhich contribute to the development of the language system which the learnerconstructs and affects learning directly”. Meanwhile, Wedenand Rubin (1987) state that learning strategies have been referred to as “basicskills”, “cognitive abilities”, “learning Tactics”, “learning techniques”, “processingstrategies” and so on. Sten (1983:405) portrayslearning strategies as follows, “strategy is best reserved for general tendenciesor overall characteristics of the approach employed by the learners, leavingtechniques as the term to refer to particular forms of observable learning behavior”.(Brown1982). copyright paper51.com 内容来自论文无忧网 www.paper51.com A dictionary definition of strategy is “a clever plan ormethod; the art of employing plans towards achieving a goal”. From thisdefinition, it is easy to adapt and apply this sense to a learning context: alearning strategy becomes the means to achieve the goal of linguisticcompetence, the plan or method.
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com From reading through the definitions coined by researchersin the area of learning strategies, it would be appropriate to state thatlearning strategies, in essence, are actions taken by the learner to assist inlearning more effectively. Oxford(1990:9) sees the aim of language learning strategies as being oriented towardsthe development of communicative competence. He says: “Language learningstrategies are behaviors on actions which learners use to make languagelearning more successful, self-directed and enjoyable.” Oxford divides language learning strategiesinto two main classes, direct and indirect, which are further subdivided into 6groups. Direct strategies include cognitive strategies, memory strategies, and compensationstrategies. Indirect strategies include metacognitivestrategies, affective strategies and social strategies. In Oxford's system, metacognitivestrategies help learners to regulate their learning. Affective strategies areconcerned with the learner’s emotional requirements such as confidence, whilesocial strategies lead to increased interaction with the target language.Cognitive strategies are the mental strategies learners use to make sense oftheir learning, memory strategies are those used for storage of information,and compensation strategies help learners to overcome knowledge gaps tocontinue the communication. Oxford's (1990:17)
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copyright paper51.com 3. Research Methodology http://www.paper51.com http://www.paper51.com3.1 Population and Subjects
内容来自论文无忧网 www.paper51.com paper51.com The subjects under study were chosen from the total 245 fifth gradestudents in Yuxi No.3 Elementary School. All of the studentscome from the same elementary school and have been taught by same Englishteacher for two and half years. Among them, 132 are female and 113 are male.
http://www.paper51.com 内容来自www.paper51.com Thefifth grade students were chosen as subjects for the following reasons: Firstlymost of subjects are over 11, an age at which students are able to correctlydescribe their use of the strategies and evaluate the effectiveness of thestrategies they use in their daily English studies. Secondly, they all havestudied English for more than two and a half years in the elementary school, sothey have had time to form some habits in their language learning. Thirdly,because fifth grade students still have more than one year left to study in theelementary school, teachers will have chance to train them to use learningstrategies, so it will be possible for the author of this paper to study.
paper51.com paper51.com3.2 Research Instruments paper51.com 内容来自www.paper51.com3.2.1Questionnaires paper51.com copyright paper51.comThe questionnaires used Oxford method of strategy division, that is,language learning strategies are classified as direct and indirect strategies. Theformer contains memory, cognitive,compensation, and the later deal with metacognitive,affective and social. This inventory is a mixture of both Oxford’s (1990)Strategy Inventory for Language Learning and Chen Xiaotang,Zheng Min’s (2000) Questionnaires for LanguageLearning Strategy, together with some modifications made by author of thispaper in order to adjust it to Chinese children. It is used to estimate students’existing strategies, including 42 items falling into six categories. Studentscomplete it on their own and rate the frequency with which they use each of 42 strategieson a five-point scale from “never” to “always”(1=never, 2=seldom, 3=sometimes,4=often, 5=always). The six categories of strategies are clearly defined: metcognitive, affective, social, memory, cognitive andcompensation. The questionnaire is in Chinese so that elementary school studentwill have a clear understanding of it. 内容来自论文无忧网 www.paper51.com copyright paper51.com 3.2.2 TheScores of Last Term Final Test
http://www.paper51.com http://www.paper51.com The other adoptedtool for this survey is students’ scores in last term final test. All the 245students did this survey. They were divided into two groups according to theaverage scores of their last term final test: high-scoring group with scoresabove 50, and low-scoring group with scores lower than 45.Thirty students werechosen randomly from each group. 内容来自www.paper51.com 内容来自www.paper51.compaper51.com 4. Data Collection http://www.paper51.com http://www.paper51.comThe data was collected during teaching practice in Yuxi No.3 Elementary School, from September to October in2008. 60 chosen students, 30 from the high-scoring and 30 from the low-scoringgroups, attended this inventory in a classroom. First, they were told that theresult of this survey wouldn’t influence their scores, but would help them toimprove their English. All the students finished the questionnaire within 25minutes. The students were given a brief introduction to learning strategies. Thestudents were asked to react to a series of strategy descriptions (for example,“I make associations between new material and what I already know”) in termshow often they use the strategies(always or almost always, often, sometimes,generally not , never or almost never). Once the students had understood whatthey had to do, they continued working through it rapidly and were encouragedto answer the questions as accurately as possible. In order that the studentscan tell their actual learning status freely, the questionnaire papers werecollected anonymously.
内容来自www.paper51.com paper51.com It is sometimes very hard for the students to understandwhat is actually meant by some of the description. If students had any problemsof comprehension, they were advised to stop and to ask for help. A goodunderstanding would increase the accuracy of their responses. 内容来自www.paper51.com http://www.paper51.com
copyright paper51.com 5. Results and Analysis paper51.com paper51.com Thecollected data were analyzed mainly from three aspects: overall view ofstudents’ learning strategy use; frequency of strategy use; and contrast ofstrategy use between the two groups of students.
copyright paper51.com paper51.com Form1. Overallview of students’ strategies use
paper51.com paper51.comMean levels copyright paper51.com 内容来自论文无忧网 www.paper51.com Number of students
paper51.com 内容来自www.paper51.comPercentage
http://www.paper51.com paper51.com 4.5-5 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 0 http://www.paper51.com paper51.com 0
copyright paper51.com paper51.com 3.5-4.4
内容来自www.paper51.com paper51.com 7 内容来自www.paper51.com copyright paper51.com 12%
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copyright paper51.com 内容来自论文无忧网 www.paper51.com 30
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内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com 21 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com35% http://www.paper51.com paper51.com 1.0-1.4 copyright paper51.com 内容来自论文无忧网 www.paper51.com2
内容来自论文无忧网 www.paper51.com copyright paper51.com3% http://www.paper51.com 内容来自论文无忧网 www.paper51.com （4.5-5=always,3.5-4. 4=almost always, 2.5- 3.4=general, 1.5- 2.4=seldom, 1.0-1.4=almost 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.comnever）
http://www.paper51.com paper51.comIn Form1, no students are reported as “always”,and those who are reported as “almost always” account for only 12% of thestudents. The majority of the students are reported as “general”, accountingfor 50%. 35% of students are reported as “seldom”, which is much more abovethose “almost always” and 3% of students are reported as “almost never”. The abovefigures show that the fifth grade students in YuxiNo.3 Elementary School generally do not use learning strategies often. Becauseof their lack of learning methods, they are not very efficient learners. Thisaffects their improvement in English learning, which, in turn, has negativeeffect on their using of language learning strategies. Some students reportthat they feel very frustrated when they have spend much time on Englishlearning but with little improvement. copyright paper51.com 内容来自论文无忧网 www.paper51.com
内容来自论文无忧网 www.paper51.com Form2.Order of strategy frequency
copyright paper51.com http://www.paper51.com Order http://www.paper51.com 内容来自论文无忧网 www.paper51.com Categories
copyright paper51.com 内容来自www.paper51.comMean
paper51.com http://www.paper51.com 6
http://www.paper51.com http://www.paper51.com affective http://www.paper51.com 内容来自www.paper51.com 2.86
http://www.paper51.com 内容来自www.paper51.com 5 http://www.paper51.com paper51.com metacognitive
http://www.paper51.com 内容来自www.paper51.com 2.76 http://www.paper51.com paper51.com4
copyright paper51.com http://www.paper51.com cognitive
内容来自论文无忧网 www.paper51.com copyright paper51.com 2.74
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com3 paper51.com 内容来自www.paper51.com compensation
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com 2.73 copyright paper51.com copyright paper51.com2 copyright paper51.com http://www.paper51.commemory
内容来自论文无忧网 www.paper51.com copyright paper51.com 2.61 paper51.com 内容来自www.paper51.com1
http://www.paper51.com 内容来自www.paper51.com social paper51.com 内容来自www.paper51.com2.60 内容来自www.paper51.com http://www.paper51.com [(6) always—(1) never]
http://www.paper51.com http://www.paper51.com In Form2, the categories of learningstrategy are arranged from 6(the most frequently used) to 1(never used oralmost never used), from which we can see that social strategies are at thebottom, the “generally not used” (mean 2.60). The most frequently used categoryof strategies is affective strategies (mean2.86), a “generally used” rating. Thisis immediately followed by metacognitive strategies(mean 2.76). Next come is cognitive strategies (mean 2.74), and then come compensationstrategies (mean 2.73). The memory strategies are following (mean 2.61). All ofthese strategy categories average in “general used” range. These strategy frequenciesare moderate or low. The results indicate that the fifth grade students in Yuxi No.3 Elementary School in this study use strategies ata low level.
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http://www.paper51.com Form3.Contrast between the two groups of students
内容来自论文无忧网 www.paper51.com copyright paper51.comGroups http://www.paper51.com copyright paper51.com H scoring 内容来自论文无忧网 www.paper51.com http://www.paper51.comL scoring
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http://www.paper51.com paper51.comcognitive copyright paper51.com 内容来自www.paper51.com3.18
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copyright paper51.com paper51.com Metacognitive 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 3.13 内容来自www.paper51.com 内容来自www.paper51.com3
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内容来自www.paper51.com http://www.paper51.comaffective
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 3.29
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paper51.com paper51.com 2.42 copyright paper51.com paper51.com2 copyright paper51.com http://www.paper51.com social
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http://www.paper51.com Form3 shows the descriptive statisticsof the six types of learning strategies—independent variables. Readers canclearly see that for high-scoring students, the means of their use of the sixstrategies were all higher than 3, that is to say,they frequently used all six type of strategies than low-scoring students. Forthem, the affective strategies (3.29) were the most frequently used, while thecompensation strategies (3.01) were the least used. However，the low-scoringstudents showed infrequent use of all the strategies in their English learning.For them, the compensation strategies(2.45) were the most frequently used, but the social strategies (2.11) were theleast used. Therefore, one can draw the conclusion that high-scoring elementaryschool students rely on their affections in their English learning, and theytake their own feelings as part of the second language learning process, butlow –scoring students do not. This result support the belief of Chamot, who regarded the affective strategies as beingpowerful, and is consistent with their research result that affectivestrategies were incorrectly used by some students. This form also support theresearch done by Wenden(1987), and O’Malley and Chamot (1990) that indirect strategies (metacognitivestrategies, affective strategies and social strategies) are also importantelements in language learning, but it is different from the conclusion draw byOxford(1990), that direct strategies are the focus in language learning. Onepossible explanation is that elementary school students might be too young tohave formed good learning habits to store and retrieve new information by usingmemory strategies, or to use compensation strategies to paraphrase or to guessthe meaning of a new word.
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 6. Conclusions
内容来自www.paper51.com paper51.com From this survey, the result reveals, the fifth grade students’ poor performance of English in Yuxi No.3 Elementary School relates partly to their lowfrequent use of strategies, particularly of compensation and social strategies. And readers can clearly see that high-scoring andlow-scoring students use the different strategies to learn English .The fifthgrade students in Yuxi No.3 Elementary School are not very good language strategy users, they use strategiesat a low level. These elementary school students might be too young to haveformed good learning habits to store and retrieve new information by usingmemory strategies, or to use compensation strategies to paraphrase or to guessthe meaning of a new word. So it is necessary to implement strategy training. Many researchers on language teaching indicate that whenother learning conditions are the same, the difference in learning strategy usewould has a decisive effect on their learning grades (WenQiufang, 1996). So, the teachers should take somemeasures in language teaching. First, implement the training of language learning strategies.Strategy training can not only improve language learners’ learning effect, helpthem realize their learning goals, but also assist learners to choose properlearning approaches and become more independent and autonomous learners. Second, the teacheraiming at training his students in using English learning strategies shouldlearn about the students, their interests, motivations, and learning styles. Third, English teachers must create communicativeenvironment for students as possible as they can. Failure to use socialstrategies will certainly impede the acquisition of communicative ability andthe development of English learning. The most important goal of Englishlearning is that we can communicate in English, so we must create Englishenvironment: listening, speaking, as much as we can. 内容来自www.paper51.com copyright paper51.comThis study has its ownlimitations. This paper is intended to let English teachers’ pay more attentionto the importance of students’ learning strategies in elementary school and tounderline the necessity and importance of training low-scoring students in thelanguage learning strategies used by successful English learners in the uppergrade of elementary school. This can help elementary school students form good Englishlearning habits, and can improve their English well. This survey was conductedin Yunnan Province, which is among the undeveloped westernareas in China, so its datamay be even more meaningful in helping elementary school students in the vastundeveloped areas of Chinalearn English. 内容来自论文无忧网 www.paper51.com copyright paper51.compaper51.com
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paper51.com 内容来自论文无忧网 www.paper51.com References http://www.paper51.com copyright paper51.com Bialystok, E. 1981. The role of conscious strategiesin Second Language Proficiency [J]. Modern Language Journal, 65:2, 24-35.
内容来自www.paper51.com copyright paper51.com Brown,A. L. 1982. Inducingstrategies learning from texts by means of informed, self-control training[J]. Topics in Learning and LearningDisabilities 2:1-17. 内容来自论文无忧网 www.paper51.com http://www.paper51.comChamot & Kupper 1989 The 内容来自www.paper51.com 内容来自www.paper51.com Chen, Hua & Zhang Yifang. 2001. A study on Chinese children’s English vocabularystrategies. [ J ].Foreign Language Research, No.4 内容来自www.paper51.com copyright paper51.com Gu, Yongqi. 1994. Jiang, Zukang.1994. Learning strategies and their relationship tolearning achievement in listening comprehension . [ J ] Foreign Language Teaching and Research, No.1 http://www.paper51.com 内容来自www.paper51.com O’Malley, J. & A. U. Chamot. 1990. Learning Strategies in Second Language Acquisition [M]. Cambridge University Press.
copyright paper51.com paper51.comO’Malley, J. & A. U. Chamot. 2001. Learning Strategies in Second Language Acquisition [M]. Shanghai: ForeignLanguage Teaching and Research Press. http://www.paper51.com paper51.com Oxford, R.L. 1990. http://www.paper51.com Rubin, J.1975. Whatthe good language learner can teach us [M]. TESOL Quarterly9:41-51.
http://www.paper51.com 内容来自论文无忧网 www.paper51.com Rubin,J.1987. Learner Strategies: TheoreticalAssumptions [M]. Research History and Typology. InA. Wenden & J. Rubin (eds.).Learner Strategies in Language Learning. 15-30.
http://www.paper51.com paper51.com Stern,H.H. 1975. Whatcan we learn from the good language learner?[M]Canadian Modern Language Review31.
copyright paper51.com paper51.comStern,H.H. 1983. Fundamentalconcepts in language teaching [M]. Oxford:Oxford University Press.
copyright paper51.com paper51.com Wenden A. & J. Rubin. 1987. Learner Strategies in Language Learning [M]. New Jersey: Prentice Hall. 内容来自论文无忧网 www.paper51.com http://www.paper51.com Weinstein, C. E. & R. E. Mayer. 1986. The Teaching of Learning Strategies. Handbook of research onteaching [M]，New York: Macmillan. 内容来自www.paper51.com 内容来自www.paper51.com Xu, Yulong. 2003. 内容来自论文无忧网 www.paper51.com Net.1 , What are learningstrategies? http://www.k12.nf.ca/fatima/define.htm 内容来自论文无忧网 www.paper51.com http://www.paper51.com 程晓堂、郑敏，2002，《英语学习策略》[M]。北京：外语教学与研究出版社。 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com文秋芳，1996，《英语学习策略》[M]。上海：上海外语教育出版社。 内容来自论文无忧网 www.paper51.com http://www.paper51.com
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内容来自论文无忧网 www.paper51.com Appendix
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内容来自论文无忧网 www.paper51.com 英语学习策略调查表 http://www.paper51.com http://www.paper51.com性别___________
http://www.paper51.com paper51.com每天花在英语学习上的时间_________
http://www.paper51.com 内容来自www.paper51.com 上学期期末考试成绩___________ 内容来自论文无忧网 www.paper51.com copyright paper51.com 下面是关于英语学习中的一些叙述，请认真阅读每一题,根据(A.B.C.D.E)答案选出最正确的一个。
内容来自论文无忧网 www.paper51.com paper51.com 1=完全不符合或几乎不符合我的情况 内容来自论文无忧网 www.paper51.com copyright paper51.com 2=通常不适合我的情况
内容来自www.paper51.com paper51.com 3=有时适合我的情况
http://www.paper51.com 内容来自www.paper51.com 4=通常适合我的情。 内容来自www.paper51.com http://www.paper51.com 5=完全符合或几乎符合我的情况 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 请马上选出每题给你的第一感觉，不要思考你该怎样做，其他人怎样做。这些叙述没有标准答案。如果有任何问题，请立即问老师。
paper51.com copyright paper51.com 第一部分
http://www.paper51.com paper51.com 1. 我思考旧的知识和新学到的知识之间的关系。（ ）
内容来自论文无忧网 www.paper51.com copyright paper51.com 2. 新学的用来造个句子更容易记住。（ ）
copyright paper51.com 内容来自论文无忧网 www.paper51.com 3. 我用一个新的英语单词的发音或者图片来帮助我记忆单词。（ ）
内容来自www.paper51.com 内容来自www.paper51.com 4. 我运用卡片来记忆新单词。（ ） http://www.paper51.com 内容来自论文无忧网 www.paper51.com 5. 我经常复习课文。（ ）
http://www.paper51.com copyright paper51.com 6. 我通过在黑板或街上的英文标志来记忆单词。（ ） http://www.paper51.com 内容来自论文无忧网 www.paper51.com第二部分
内容来自www.paper51.com paper51.com 7. 在上英语课之前我先预习课文。（ ） 内容来自论文无忧网 www.paper51.com paper51.com8. 上课时我集中精力听课。（ ） 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com 9. 我用英语回答问题很活跃，积极参加班级活动。（ ） copyright paper51.com 内容来自www.paper51.com10. 我及时地完成我的家庭作业。（ ）
http://www.paper51.com copyright paper51.com 11. 我从不一个单词一个单词的翻译。（ ） http://www.paper51.com http://www.paper51.com 12. 读英语是我的乐趣。（ ）
http://www.paper51.com copyright paper51.com 13. 课堂外我经常讲英语。（ ） 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com14. 我试着找到英语学习的方法。（ ） http://www.paper51.com paper51.com15. 我经常快速的读文章，然后又返回认真的读一遍。（ ）
copyright paper51.com http://www.paper51.com 16. 我经常用英语词典。（ ）
copyright paper51.com 内容来自www.paper51.com 17. 我看英语语言的电视节目，听英语广播节目。（ ）
copyright paper51.com paper51.com 第三部分
copyright paper51.com paper51.com 18. 对于不熟悉的单词，我一般做猜。（ ） copyright paper51.com 内容来自www.paper51.com 19. 在对话中当我想不起一个单词怎么表达时，我用肢体语言来表达。（ ）
copyright paper51.com paper51.com 20. 在英语学习中，如果我不知道一个单词的拼写，我会根据自己的想法来写。（ ）
内容来自www.paper51.com paper51.com 21. 如果我想不起一个英语单词，我会用同一个意思的词或短语来表达。（ ） http://www.paper51.com 内容来自www.paper51.com 22. 在英语阅读中我不会每个新单词都查字典。（ ）
内容来自论文无忧网 www.paper51.com copyright paper51.com 第四部分
内容来自www.paper51.com http://www.paper51.com23. 我有明确的目标来提高我的英语技能。（ ）
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 24. 我作学习计划，所以我有足够的时间学习英语。（ ） copyright paper51.com copyright paper51.com 25. 我经常能按我的计划来学习。（ ） copyright paper51.com http://www.paper51.com26. 在英语学习中我常思考我的进步与不足。（ ）
paper51.com http://www.paper51.com 27. 我努力找出怎样做个好的英语学习者。（ ） 内容来自论文无忧网 www.paper51.com copyright paper51.com 28. 我经常和老师和同学交流学习经验。（ ）
内容来自论文无忧网 www.paper51.com http://www.paper51.com 29. 在课堂上和课堂外我都寻找练习英语的机会。（ ） 内容来自www.paper51.com copyright paper51.com 30. 在英语学习中遇到困难时我曾寻求过帮助。（ ）
copyright paper51.com http://www.paper51.com31. 我经常评价我的学习效果。（ ）
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内容来自www.paper51.com 第五部分
内容来自论文无忧网 www.paper51.com http://www.paper51.com 32. 我有意识地培养学习英语的兴趣。（ ）
copyright paper51.com 内容来自论文无忧网 www.paper51.com33. 我对英语和英语学习的态度很肯定。（ ） 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 34. 每次我觉得害怕用英语时，我努力让自己放松。（ ） paper51.com 内容来自论文无忧网 www.paper51.com 35. 尽管我害怕放错误，但我还是鼓励自己说英语。（ ） 内容来自论文无忧网 www.paper51.com copyright paper51.com 36. 当我在英语中表现好时，我会给自己一个奖品或款待。（ ） 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 第六部分 copyright paper51.com 内容来自www.paper51.com37.在英语活动中我用英语与别人交流。（ ） copyright paper51.com 内容来自论文无忧网 www.paper51.com 38.当我讲英语时我让外国人帮我纠正。（ ） 内容来自www.paper51.com paper51.com 39.我和其他同学一起练习英语。（ ） 内容来自论文无忧网 www.paper51.com copyright paper51.com 40.如果我不能理解英语中的一些东西，我请其他人慢慢地说一遍（ ）
内容来自论文无忧网 www.paper51.com paper51.com 41.通过克服语言障碍我继续英语对话。（ ） 内容来自www.paper51.com 内容来自www.paper51.com42.我喜欢了解外国的文化。（ ） paper51.com http://www.paper51.com copyright paper51.com |