【作者】 杨艳波；

【导师】 赵守盈；

【作者基本信息】 贵州师范大学 ， 基础心理学， 2008， 硕士

【摘要】 本研究运用美国著名应用语言学家Rebecca Oxford的语言学习策略量表(Strategy Inventory for Language Learning, SILL)和自编英语学习动机量表,选取经济、文化、教育发展不同的广东、山东、贵州三省高一、高二、高三复读生为被试进行问卷调查,测量并研究分析了高中生总体及年级间、性别间、文理科间、不同地区间、城乡间、不同民族间英语学习策略的使用特点和英语学习动机情况,以及英语学习策略的运用和英语学习动机的不同水平与英语成绩之间的关系。结果表明:1.高中生总体使用策略的程度一般,属于不太经常使用。较擅长使用认知策略、元认知策略和记忆策略;不擅长使用情感策略、社交策略和补偿策略。高中生总体英语学习动机水平一般,外部学习动机高于内部学习动机。2.高中生英语学习策略的使用存在年级间的差异;英语学习动机水平年级间没有显著差异。3.高中生英语学习策略的使用和英语学习动机水平存在性别间的差异。女生英语学习策略的使用和动机水平都高于男生。4.高中生英语学习策略的使用存在文理科间的差异;英语学习动机水平文理科间没有显著差异。文科生对英语学习策略的使用高于理科生。5.高中生英语学习策略的使用存在地区间的差异;英语学习动机水平不存在地区间的差异。6.高中生英语学习策略的使用和英语学习动机水平不存在城乡间和民族间的差异。7.高中生英语学习策略的使用和英语学习动机水平与英语成绩之间存在显著相关。根据研究结果,研究者从有效英语学习策略的运用和英语学习动机的培养、激发等心理学角度,对中学英语教学和学习提供一定建议和指导。更多还原

【Abstract】 This dissertation has used the Strategy Inventory for Language Learning(SILL) composed by American famous applied linguist Rebecca Oxford and the Motivation Inventory for English Learning. The characters of the English learning strategies and the status of the English learning motivation of the total subjects have been examined and analyzed.The subjects are chosen from Guangdong, Shandong and Guizhou provinces, where the economy, culture and education have developed differently. The characters of the English learning strategies and the status of the English learning motivation have also been examined and analyzed between grades, gender, arts and science, different regions, city and country, different nationalities.The relationship between English learning strategies & English learning motivation and English achievement has been analyzed. The results show that:1.Senior-high-school students use English learning strategies occasionaly. They are good at employing cognitive,metacognitive and memory strategies,and rarely use affective,social and compensation strategies. The level of external motivation is higher than internal motivation.2.There is significant difference between the employment of English learning strategies and grades, but there is not between the levels of English learning motivation and grades.3.There is significant difference between English learning strategies & English learning motivation and gender.Girl students use strategies more frequently than boy students and their learning motivation is stronger than boy students.4.There is significant difference between English learning strategies and students of arts or science, but there is not between English learning motivation and those of arts or science. Art students employ English learning strategies more frequently than science students.5.There is significant difference between English learning strategies and students from different regions, but there is not between English learning motivation and those from different regions.6.There is no significant difference between English learning strategies & English learning motivation and students from cities or the country & different nationalities.7.There exists a significant correlation between English learning strategies & English learning motivation and English achievement.更多还原