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内容来自www.paper51.com http://www.paper51.com 摘 要 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。 内容来自论文无忧网 www.paper51.com 关键词：小学生; 英语学习; 学习策略 paper51.com Contents copyright paper51.com Statement ofAuthorship. i paper51.com
Acknowledgments. ii copyright paper51.com Abstract iii 内容来自www.paper51.com 摘 要... iv paper51.com 1. Introduction. 1 内容来自www.paper51.com 2. Literature Review.. 1 内容来自www.paper51.com 2.1Introduction……………………………………………………………………………...1 http://www.paper51.com 2.2 Definition and Classificationof Learning Strategies……….…………………………..2 内容来自论文无忧网 www.paper51.com 3.Research Methodology. 5 内容来自www.paper51.com 3.1 Population andSubjects……………………………………………………….....……..5 paper51.com 3.2Research Instruments..………………………………………………………………….6 内容来自www.paper51.com 3.2.1 Questionnaires…………………………………………………………..………..6 http://www.paper51.com 3.2.2 The Scores ofLast Term Final Test………………………………………………6 copyright paper51.com 4.Data Collection……………………………………………………………………..……….6 内容来自www.paper51.com 5.Results and Analysis. 7 内容来自www.paper51.com 6.Conclusion …………………………………………………………………………………10 内容来自论文无忧网 www.paper51.com References. 12 内容来自论文无忧网 www.paper51.com
Appendix. 14 paper51.com 内容来自论文无忧网 www.paper51.com List of Figures 内容来自论文无忧网 www.paper51.com Form1: Overall view of students’ strategies use 内容来自论文无忧网 www.paper51.com Form2: Order of strategy frequency http://www.paper51.com
Form3: Contrastbetween the group who passed the test and the group who failed paper51.com
1. Introduction http://www.paper51.com Asbeginners 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www.paper51.com 2. LiteratureReview http://www.paper51.com
2.1 Introduction copyright 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. 内容来自www.paper51.com |