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兴安职业技术学院非英语专业大学生学习风格调查研究

作　者: 张继辉
导　师: 方芳
学　校: 内蒙古师范大学
专　业: 外国语言学及应用语言学
关键词: 学习风格性别差异高考英语成绩学习风格偏好
分类号: H319
类　型: 硕士论文
年　份: 2013年
下　载: 2次
引　用: 0次
阅　读: 论文下载

内容摘要

近年来，越来越多的国内外学者开展了关于学习风格的研究，而且他们当中的大多数人把精力放在不同学习阶段和年龄段的学习者的学习风格上，尤其是大学生。这样，对于中国高职院校学生的学习风格的研究就非常少。本研究以兴安职业技术学院的200名大一学生为被试，采用了JoyReid的感知学习风格调查问卷和学生的高考英语成绩作为研究工具，以学生的性别和英语成绩进行分组取得数据，使用社会科学统计软件SPSS17.0分析得出结果。通过对学习风格的平均数、标准差、最大值和最小值来分析研究了高职院校学得六种学习风格的使用频率，用T检验分析了男女性别在学习风格中的差异性，用单因素方差分析了学习风格与英语成绩的相关性。研究结果表明：（1）大多数高职院校学生喜欢应用多种学习风格而不是一两种，体验学习风格是学生最喜爱的学习风格，而最不受重视的学习风格则是听觉和视觉学习风格。（2）高职院校男女学生在六种学习风格上无显著差异。体验学习风格是男女受试者最喜爱的学习风格，男生最不喜爱的学习风格是动觉和视觉学习风格，女生最不喜爱的学习风格是视觉和听觉风格。此外，男女生最大的差异在于小组学习风格。（3）学生的语言学习成绩与学习风格关系不显著，而且学习风格对于外语成绩的高低不起决定性作用。根据研究结果，作者对于高职院校的老师和学生还给出了教学启示。为了提高教学效率，教师应该尽量采用不同的教学计划，并应用多样的教学方法来使教学风格与学生的学习风格相匹配。同时，建议外语学习者意识到学习风格偏好的重要性，并使他们的学习风格多样化，以此来提高外语学习效果。最后，在最后一章，作者还就本研究的局限性和将来研究的改进提出了措施和意见。

全文目录

摘要  4-6
ABSTRACT  6-13
Chapter One Introduction  13-16
  1.1 Background of the Study of Learning Style  13-14
  1.2 Significance of the Present Study  14-15
  1.3 Aim of the Present Study  15-16
  1.4 Structure of the Thesis  16
Chapter Two Literature Review  16-31
  2.1 Introduction  16-17
  2.2 Theoretical Background of Learning Style  17-23
    2.2.1 Definitions of Learning Style  17-19
    2.2.2 Features of Learning Style  19-20
      2.2.2.1 Uniqueness  19
      2.2.2.2 Stability  19-20
      2.2.2.3 Directness  20
    2.2.3 Classification of learning style  20-23
      2.2.3.1 Reid's Classification  20-21
      2.2.3.2 Willing's Classification  21-22
      2.2.3.3 Oxford's Classification  22-23
      2.2.3.4 Dunns' Classification  23
  2.3 Previous Studies on Learning Style  23-30
    2.3.1 David Kolb's Research  24-26
    2.3.2 Others' Research  26-28
    2.3.3 Researches in China  28-30
  2.4 Research Gaps and Research Questions  30-31
  2.5 Chapter Summary  31
Chapter Three Methodology  31-34
  3.1 Introduction  31
  3.2 Subjects  31-32
  3.3 Instruments  32-33
  3.4 Data Collection  33
  3.5 Data Analysis  33-34
  3.6 Chapter Summary  34
Chapter Four Results and Discussion  34-55
  4.1 Introduction  34-35
  4.2 Results for Research Question One  35-44
    4.2.1 Students' Preference to Kinesthetic learning  36-39
    4.2.2 Students' Preference to Group learning  39-41
    4.2.3 Students' Negligible Auditory and Visual learning  41-44
  4.3 Results for Research Question Two  44-45
  4.4 Results for Research Question Three  45-51
  4.5 Discussion  51-54
    4.5.1 Discussion on General Situation of Students' Learning Styles  51-53
    4.5.2 Discussion on Gender Difference of Students' Learning Style  53
    4.5.3 Discussion on Correlations Between Students' Learning Styles and Their English Scores of College Entrance Examination  53-54
  4.6 Chapter Summary  54-55
Chapter Five Pedagogical Implications  55-64
  5.1 Introduction  55
  5.2 Implications for English Teaching and Learning  55-58
    5.2.1 Raising the Awareness of Learning Styles  56
    5.2.2 Transforming Teachers' Function and Concerning Teachers' Teaching Style  56-57
    5.2.3 Integrating Teaching Styles and Learning Styles and Creating Teacher-student Style Matching  57-58
  5.3 Suggestions for Foreign Language Teachers  58-62
    5.3.1 Helping Students Understand the Knowledge about Learning Styles and Improving the Awareness of Their Learning Styles  58-59
    5.3.2 Developing and Diversifying Students' Learning Styles  59-60
    5.3.3 Adopting Corresponding Teaching Strategies According to the Differences of Students' Learning Styles  60-61
      5.3.3.1 Multi-media Teaching Mold  60-61
      5.3.3.2 Stimulated Practicing Mold  61
    5.3.4 Employing Style Results in Preparing the Learning Environment  61-62
    5.3.5 Taking Account of Students' Learning Style Preferences in Compiling Teaching Materials and Curriculum  62
    5.3.6 Assigning Different Homework  62
  5.4 Suggestions for Foreign Language Learners  62-63
  5.5 Chapter Summary  63-64
Chapter Six Conclusion  64-67
  6.1 Major Findings  64-65
  6.2 Limitations of the Present Study  65
  6.3 Recommendations for Further Research  65-67
Bibliography  67-71
Appendix I  71-74
Appendix II  74-77
Acknowledgements  77-78
Publication  78

兴安职业技术学院非英语专业大学生学习风格调查研究

内容摘要

全文目录

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