【作者】 江宁；

【导师】 谢小苑；

【作者基本信息】 南京航空航天大学 ， 英语语言文学， 2007， 硕士

【摘要】 90年代以来,许多著名学者发表了关于学习策略的专著,提出了学习策略的界定和分类问题,并介绍了学习策略研究的新角度。策略培训就是研究新角度之一。由此,“策略培训”成为外语教育领域的研究新热点。在国内,已有学者开始做策略培训的研究,但这方面的研究并不多,也不够全面。因此,本研究从与任务相结合的策略培训角度,探讨了在自主学习环境下策略培训对提高学生听力学习中复合式听写成绩的效果,同时调查策略培训对学生策略使用情况的影响。本研究的样本是两个自然班的82名学生。把43人的班级作为实验班,另一个39人的班级作为控制班。这两个班的学生都是来自南京航空航天大学的理工科新生。他们的英语课由同一个老师教授。听力学习策略分成两部分向学生进行指导。本研究的实验工具有测验、问卷、学生的报告和访谈,它们用来研究学生成绩的变化和策略使用的变化。具体的研究问题如下:1.听力学习策略指导是否能提高学生在复合式听写中的成绩?2.听力学习策略指导是否能促进学生的策略使用?3.听力学习策略指导对具有不同听力水平的学生是否有不同的影响?在对实验结果进行分析后,本文作者得出以下结论:(1)策略指导对学生在复合式听写中的表现有一定促进作用;(2)策略指导可以使学生的策略使用有一定的提高;(3)从总体的数据来看,听力低水平的学生平均进步水平要比高水平的学生高一点。但在实验中仍然有不尽人意之处。根据实验中的这些发现,本文作者提出了在听力策略指导、教师培训和自主学习等方面的一些启示。更多还原

【Abstract】 Since the 1990s, many scholars have published their monographs on learning strategies, in which they put forward the definitions and classifications of learning strategies and new research perspectives on learning strategies. Strategy instruction is right one of these new research perspectives. Thus,“strategy instruction”has become the new focus of research in the field of foreign language education.In China, some scholars have also performed research on strategy instruction. However, studies in this area are not many and not comprehensive. From the perspective of a task-combined strategy instruction, the author has conducted research exploring the effects of learning strategy instruction on students’achievement of compound dictation in an autonomous learning environment, and at the same time investigating the influence upon strategy instruction to students’strategy use.This study comprised of a sample of 82 students in two classes. One class of 43 students was the experimental group, and the other class of 39 students was the control group. All participants were freshmen science majors at NUAA and were taught by the same English teacher.Learning strategies for listening were divided into two parts to be instructed to students. The research instruments comprised of tests, questionnaires, students’reports and interviews, which were used to explore the variation of students’achievement and strategy use. The detailed research questions are as follows:1. Can learning strategy instruction in listening improve students’ listening performance in compound dictation?2. Can learning strategy instruction in listening enhance students’ use of strategies? 3. Does learning strategy instruction in listening have a differential impact on the listeners whose listening proficiencies are at different levels? After analyzing the results, conclusions are drawn and listed, as follows: (1) Strategy instruction has some positive effects on students’performance in compound dictation. (2) Strategy instruction has exerted some significant improvements upon students’strategy use. (3) Based on the statistical data, the average improvement of the low listening proficiency students is higher than the high listening proficiency students. But there are still some unsatisfactory results.According to the findings of this research, the author puts forward some implications for listening instruction, teacher training and autonomous learning.更多还原