【作者】 胡颖；

【导师】 郝玫；

【作者基本信息】 太原理工大学 ， 外国语言学及应用语言学， 2007， 硕士

【摘要】 本项研究运用定量分析与定性分析相结合的方法，就学习风格和学习策略之间的关系，以及策略培训对风格拓展的可行性进行了探讨。主要目的在于调查中国理工科大学非英语专业本科生学习风格及学习策略的倾向性情况以及策略培训对其风格拓展和二语成绩的影响，并对学习风格及学习策略之间的相关性进行了量化分析，旨在为学习策略和学习风格关系方面的研究寻求进一步的数据支持并探讨策略培训对风格拓展的可行性。语料主要来自相关文献、问卷调查、学生日记、访谈以及两次学生语言效能测试成绩。问卷调查的对象来自太原理工大学120名非英语专业一年级学生，其专业构成为：自动化、应用化学及行政管理，该问卷在实验前后分别进行了一次调查。学生日记及访谈的对象取自实验班(应用化学和行政管理的合班)，其中日记对象62名，访谈对象5名。本项研究历时六个月，从2006年5月至2006年12月(不包括暑假在内)，该实验中学生经历了由一年级向二年级的过渡。该研究采用了两个问卷调查表：一个是Oxford(1990)的学习策略调查量表(Strategy Inventory for Language Learning)，包括记忆策略、认知策略、补偿策略、元认知策略、情感策略以及社会策略六种学习策略；另一个是Oxford(1993)的学习风格分析调查(Style Analysis Survey)，分为视觉型、听觉型、动作操作型、外向型、内向型、直觉型、具体有条理型、谨慎有组织型、自由随意型、整体型以及分析型十一种学习风格。学生两次的语言效能测试成绩分别采自入学的高考成绩以及大二第一学期末的四级模拟考试成绩。用SPSS对问卷调查及语言效能测试成绩进行数据分析，试图发现风格、策略及二语成绩之间三个方面的关系：(一)学习风格和学习策略之间的关系；(二)策略培训对风格拓展的影响；(三)策略培训及风格拓展对二语成绩的影响。研究表明：中国理工科大学非英语专业学生主要使用的学习策略为补偿策略和元认知策略，认知策略、情感策略和社会策略的使用频率次之，而最少使用的为记忆策略，学生学习风格倾向为感知型。此外，外向型、直觉型、谨慎有组织型及整体型的风格特征表现也较为明显。学习风格和学习策略之间的关系甚为紧密，学习风格对学习策略的选择有很大的影响。通过六个月的策略培训，有三项研究发现，且学习者的听觉型、外向型及谨慎有组织型风格发生了较为明显的变化，而其余风格没有明显变化；策略培训对学习者二语学习成绩的提高起到了重要作用。但风格拓展对学习者二语成绩的影响不大。通过学习风格和学习策略之间的关系以及策略培训对风格拓展的研究，对课堂教学提出两点建议。但本项研究仍存在些许不足之处，这些都会影响到实验结果的准确性。但本项研究在一定程度上为策略培训对学习风格拓展以及风格和策略之间的关系研究提供了数据支持，希望给语言教师、学生及今后的研究者以一定的启发。更多还原

【Abstract】 This study is designed to explore the relationships between learning styles and learning strategies as well as the feasibility of strategy training on the stretch of learning styles. With the combination of quantitative and qualitative analysis, the aim of the present study is to make an investigation about the subjects’ learning style and strategy preferences and the influence of strategy training on the stretch of learning styles and L2 achievement in the non-English majors of science and technology university. This study also analyzes the correlation between learning styles and learning strategies quantitatively so as to provide further statistical support in this area and explore the feasibility of strategy training on the stretch of learning styles.Data are collected from the literature, questionnaires, students’ journals, interviews and two language proficiency tests. The participants of questionnaires are 120 non-English major freshmen, majoring in Automatization, Applied Chemistry, and Administrative Management from Taiyuan University of Technology. The questionnaire surveys are carried out both at the outset and at the end of the research. The participants of students’ journals come from the experimental group (Class 1, Applied Chemistry and Administrative Management), 62 students for journal and 5 for interview. This study lasts six months, from May 2006 to December 2006, excluding the summer vacation. Participants in this research go through the transition from freshmen to sophomores. Two questionnaires are made use of in the study for data collection: one is Oxford (1990) Strategy Inventory for Language Learning (SILL) including memory, cognitive, compensation, metacognitive, affective and social strategies; and the other is Oxford (1993) Style Analysis Survey which consists of visual, auditory, hands-on, extroverted, introverted, intuitive, concrete-sequential, closure-oriented, open, global and analytic styles. The two language proficiency tests are College Entrance Examination and a simulative CET4 examination at the end of the first semester of the second school year. SPSS is used to analyze the data collected from questionnaires and language proficiency tests and tries to discover something from three aspects: (1) relationships between learning strategies and learning styles; (2) the influence of strategy training on the stretch of learning styles; (3) the influence of strategy training and style stretch on L2 achievementThe study reveals that the non-English major participants use compensation and metacognitive strategies most frequently, followed by cognitive, affective and social strategies, and memory strategies least. Perceptual learning styles are the participants’ major learning style preferences. Moreover, they prefer extroverted, intuitive, closure-oriented and global learning styles. The relationships between learning styles and learning strategies are quite close and learning styles have strong impact on learning strategy preferences. After six months strategy training, the results show three findings and the learners show more significant changes on auditory, extroverted and closure-oriented styles, while no obvious change on the other styles. Strategy training plays an important role in improving the learners’ L2 achievement, but the impact of learning style stretch on the learners’ L2 achievement is not great.Through the study on the relationships between learning styles and learning strategies, as well as strategy training on the stretch of learning styles, two suggestions are provided for classroom teaching.Needless to say, there are some limitations in this research, which may have an impact on the result of the research. But the results in this research here still prove the relationships between learning styles and learning strategies and the feasibility of strategy training on the stretch of learning styles to some extent. It is hoped that this study can benefit language teachers, students and researchers in this area in the future.更多还原