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基于学习风格的大学英语口语课合作学习实验研究

作　者: 杨祚会
导　师: 吴丽林
学　校: 长沙理工大学
专　业: 外国语言学及应用语言学
关键词: 英语口语课合作学习学习风格任务设计
分类号: H319.9
类　型: 硕士论文
年　份: 2009年
下　载: 248次
引　用: 2次
阅　读: 论文下载

内容摘要

目前国内有很多将合作学习理论运用于口语教学的研究。但很少有对学习者的个体差异,特别是学习风格进行实证性的考察,因此在合作组群的划分以及任务设计等方面缺乏最基本的依据。作为学生个体差异的重要组成部分,学习风格是学习者持续一贯的学习方式和学习倾向,被誉为“现代教学的真正基础”。学习风格更直接地参与整个学习过程,对学习者学习效果有着持续的、积极的影响。合作型的口语课堂是否成功,与教师对学生学习风格的全面把握紧密相关。本文从学习风格维度入手,对英语口语课的合作学习进行研究,即采取实验研究的方法,针对如何依据学习风格的个体差异来进行合作学习的组群划分,如何设计小组学习中的个体任务等方面进行探讨。通过对两个学习风格具有异质性的实验组进行基于学习风格的个体任务分派型的口语合作学习实验,进而对受试组和对照组实验前/后口语测试成绩变化进行对比分析,再通过观察、访谈和语料等定性文字分析来验证量性研究结果的可信度,旨在探索一套有效的口语课合作学习组织策略。研究结果表明,通过基于学习风格的组群划分和个体任务分派型的口语合作学习实验,受试组的口语流利度和准确度,具体到语速和语句无误T单位比对照组均有大幅度的提高。与风格同质的对照组相比,受试组成员之间能产生更多的风格互补和积极互赖。此外,在口语课合作学习中,与学习风格相匹配的任务设计能有效落实个体责任,使每个小组成员充分进行口语表达,有利于增进小组成员间的相互信任和合作意识的培养,对学习者口语能力的提高起着积极的作用。

全文目录

摘要  5-7
Abstract  7-11
Introduction  11-22
  0.1 The Significance of Cooperative Learning on Oral English Learning  13-18
  0.2 The Significance of Learning Style on Cooperative Learning  18-22
Chapter 1 Literature Review  22-54
  1.1 A General View on Cooperative Learning  22-30
    1.1.1 Definition of Cooperative Learning  22-24
    1.1.2 Theoretical Perspectives of Cooperative Learning  24-26
    1.1.3 Some Characteristics of Cooperative Learning  26-30
  1.2 A General Review on Cooperative Learning Research  30-35
    1.2.1 Cooperative Learning Research Abroad  30-33
    1.2.2 Cooperative Learning Research in China  33-35
  1.3 A General Review on Learning Style Research  35-47
    1.3.1 Learning Style Research Abroad  36-46
      1.3.1.1 Definition  36-37
      1.3.1.2 The Three Stages of Learning Style Research  37-38
      1.3.1.3 The Representatives of Learning Style Research  38-46
    1.3.2 Learning Style Research in China  46-47
  1.4 The Birth and Creative Work of This Study  47-54
    1.4.1 The Deficiency of Previous CL Theory in Practice  47-50
    1.4.2 The Deficiency of Previous Domestic Learning Style Research  50-52
    1.4.3 The Creative Work of the Study  52-54
Chapter 2 Research Methodology  54-78
  2.1 Basic Plans for the Study  54-56
  2.2 Content of the Study  56-58
    2.2.1 Cooperative Group Division Strategies Based on Learning Styles  56-57
    2.2.2 Individual Task Designing Based on Learning Styles  57-58
    2.2.3 Methods on Cooperative Learning Effect Evaluation  58
  2.3 The Selection of Experimental and Control Groups  58-59
  2.4 Data Collection  59-65
    2.4.1 Instruments Designing for Quantitative Data Collection  59-64
    2.4.2 The Collection of Qualitative Materials  64-65
  2.5 Experiment Process  65-78
    2.5.1 The First Phase of the Experiment  65-75
      2.5.1.1 Learning Style Testing  65-67
      2.5.1.2 Pre-experiment Oral Test  67-68
      2.5.1.3 Cooperative Group Division  68-69
      2.5.1.4 Oral Cooperative Task Designing  69-74
      2.5.1.5 The First Oral Ability Evaluation after the Experiment  74-75
    2.5.2 The Second Phase of the Experiment  75-78
      2.5.2.1 New Heterogeneous Group Division  75
      2.5.2.2 Experiment after the Adjustment  75-76
      2.5.2.3 Evaluation of the Experiment Effect  76-78
Chapter 3 Data Analysis and Results  78-86
  3.1 The First Phase of the Experiment  78-84
    3.1.1 Data Analysis  78-83
    3.1.2 Conclusion  83-84
  3.2 The Second Phase of the Experiment  84-86
    3.2.1 Data Analysis  84-85
    3.2.2 Conclusion  85-86
Chapter 4 Verification and Analysis of the Quantitative Result  86-99
  4.1 Observation Record  86-91
    4.1.1 Observation Record of the First Phase of the Experiment  86-90
    4.1.2 Observation Record of the Second Phase of the Experiment  90-91
  4.2 Discourse Analysis  91-94
  4.3 The Result of the Interview  94-95
  4.4 Synthetic Analysis  95-97
  4.5 Results of the Research  97-99
Chapter 5 Pedagogical Implications from the Experiment  99-105
  5.1 Scientific Group Division Based on Learning Styles  99-100
  5.2 Designing Teaching Activities Based on Learner Needs  100-101
  5.3 Clear Individual Task Designing Based on Learning Styles  101-102
  5.4 Effective Administration on Oral Cooperative Learning  102-103
  5.5 Teacher’s Reflection on Teaching Strategies  103-105
Conclusion  105-107
Bibliography  107-111
Acknowledgements  111-112
Appendix 1  112-116
Appendix 2  116-118
Appendix 3  118-119
Appendix 4  119

基于学习风格的大学英语口语课合作学习实验研究

内容摘要

全文目录

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