【作者】 曹慧芳；

【导师】 陈弘；

【作者基本信息】 华东师范大学 ， 教育， 2007， 硕士

【摘要】 教育的根本目标是使学生成为独立、自主、有效的学习者。学生只有掌握并运用有效的学习策略，才能提高学习效率。学习策略培训可以提高学习者的自主学习和自我调控的能力，帮助学生更好地完成语言学习的任务。对学习策略的研究也体现了当代英语教学对学习者的主体作用的重视。培养学生自主学习的能力，为终身学习奠定基础成为了大学英语教学的重要内容之一。在英语学习的过程中，听是一项重要的技能，它既是获得可理解语言输入的重要渠道，又是进行言语交流的首要条件。然而，在高职高专院校，由于受到诸多因素的影响，学生听的能力尤其薄弱。听力能力的提高，不仅依赖于扎实的语言知识，而且受学习策略的制约。因此教师在教学中对学生进行听力学习策略指导和培训是非常必要的。国内外众多的学者对外语学习策略进行了大量的研究，并取得较好的成果。然而，大部分学习策略的研究对象都集中在高等学校的本科学生，而对高职高专学生的相关研究却比较缺乏。作为高等教育的另一个重要组成部分，高职高专学生由于英语基础较差，学习的任务与目标也不同于普通高校的本科学生，为此，我们有必要扩大研究的范围，调查研究高职高专学生的学习策略使用情况，以便有针对性地对其进行策略指导和培训。本文主要探讨听力学习策略在高职高专听力教学中的有效运用。笔者综述了国内外有关听力理解以及学习策略的相关研究，分析了目前高职高专学生的英语现状及听力教学状况，以Oxford(1990)“语言学习策略使用情况诊断表”(SILL)为依据，对高职高专学生的学习策略使用情况作问卷调查，问卷调查的原始数据用社会科学统计软件包(SPSS)进行统计分析。统计结果表明：高职高专学生学习策略使用频率普遍较低；善学者与不善学者在所有学习策略的使用频率上都有显著性差异；女生比男生更经常使用所有的学习策略。在此基础上，笔者制定出一个比较具体的听力学习策略培训方案。将本人所执教的高等专科学校大一公外两个班分为实验班和对照班，在实验班进行为期15周的听力学习策略培训教学实验，主要培训的内容是元认知策略(计划、监控、评估以及有选择注意)、记忆策略(对词汇的记忆)、认知策略(构建图式策略、笔录、复述)、补偿策略(预测策略)、情感策略(降低焦虑)、社交策略(合作学习)。通过对实验班与对照班两次听力测试结果的比较，结果表明培训后实验班的英语听力成绩普遍提高，尤其是中等水平的学生，他们从策略培训中受益最大。同时策略培训丰富了学生的策略知识，提高了学生的自主学习能力。这说明对高职高专学生进行英语学习策略的训练是必要的和可行的，它有利于提高学习者的学习效果。更多还原

【Abstract】 The basic target of education is to make students become independent and effective learners. The students can improve their learning efficiency by grasping and using valid learning strategies. The training of learning strategies can improve the students’ independent learning ability and help them accomplish their language-study tasks better. The study of learning strategies is a clear indication that modern English teaching is now paying more attention to language learners. Fostering students’ independent learning abilities and making a foundation to the life-long learning have become one of the most important contents in college English teaching.Listening is an important skill during the language-learning. It is not only an important channel for getting comprehensive language inputs, but also the most important method of communication in English. However, the students’ listening ability is very poor in vocational colleges. To improve their listening ability not only depends on their actual language knowledge, but is also restricted by their learning strategies. Therefore it is necessary for teachers to train students’ listening strategies in teaching.Many scholars have done a lot of researches on foreign language learning strategies and gained fruitful achievements. But most researches have focused on university undergraduates, not on the students in vocational colleges. As an important part of higher education, vocational college students’ English levels are very low and their studying tasks and targets are quite different from university undergraduates’. Therefore sufficient research on learning strategies of vocational colleges is necessary so as to provide scientific guide for strategy training.This paper mainly discusses how the listening strategies are used efficiently in English listening teaching in vocational colleges. The writer summarizes the relative researches on listening comprehension as well as learning strategies home and abroad and analyses the present situation of the students’ English levels and listening teaching in vocational colleges. The writer uses Oxford’s (1990) Strategies Inventory for Language Learning (SILL) to survey the students’ status of English listening strategies in a vocational college and then makes statistical analyses of the data by using SPSS11.5. The results of the survey and analyses show that the frequency of using effective learning strategies by the vocational college students is very low, and there is a significant difference in the learning strategies between good learners and bad learners. Female students use learning strategies more frequently than male students in vocational colleges.According to the analyses and findings of the survey, the writer elaborates the procedure and the method of the strategies training in a vocational college. The freshmen, the subjects of the experiment, are divided into two classes (experiment class and contrast class). The students in the experiment class are trained for 15 weeks focusing on the following strategies: (1) Meta-cognitive strategies (Planning, Monitoring, Evaluating and Attention selected strategies); (2) Vocabulary memorizing strategies; (3) Cognitive strategies (Establishing schema strategies, Note-taking and Repetition); (4) Compensation strategies (Predicting); (5) Affective strategies (Lowering anxiety); (6) Social strategies ( Cooperating learning strategies) . The results of the strategy training show that the average score of the experiment class is higher than the contrast class’ after training by comparing the two classes’ scores of two listening tests. Especially, medium-standard students benefit more than other students in strategy training. Meanwhile, the strategy training enriches students’ strategy knowledge and improve their independent learning ability. It is necessary and feasible to teach students learning strategies in listening. Training of listening strategies will help improve the learners’ learning efficiency.更多还原