【作者】 邱美春；

【导师】 刘电芝；

【作者基本信息】 苏州大学 ， 教育管理， 2007， 硕士

【摘要】 第二语言学习策略的研究始于上个世纪70年代初期,在语言习得研究中占有重要地位。我国学习策略的研究开始于上世纪80年代,起初集中在对大学生学习策略的研究上,后来研究面扩展到中小学生。近几年来随着新课程改革的深入,越来越重视新课程理念,教学的重点由过去的注重教师的教,转变为现在的注重学生的学。《英语课程标准本》(2001)对学习策略的重要性作了深刻阐述,它要求教师要有意识地帮助学生形成适合自己的学习策略,并具有不断调整自己的学习策略的能力。因此,在初中阶段,就开始教学生学会有效使用各种学习策略对增强其语言能力是非常必要的。本文通过调查,分析了初三年级学生策略训练前后的学习策略使用情况以及比较了不同性别、不同语言水平的学生之间的策略差异,为今后的英语教学提出可行性建议。全文共分五部分,第一部分为问题的提出。从本班男女生英语成绩差异明显的问题提起,提出了通过学习策略训练以缩小成绩差异的想法。第二部分是国内外研究概况。归纳总结了国内外不同的研究者对策略的定义、策略的分类的不同观点。同时也简要介绍了国内外学者对外语学习策略研究的历史与现状。第三部分对策略训练的方法和过程进行了全面阐述。第四部分是分析结果和讨论。本部分进一步分析了初三学生使用英语学习策略的总体情况的基础上,不同性别之间的英语学习策略使用差别情况以及高分组与低分组学生之间的策略水平差别情况进行比较。第五部分阐述了本研究对教学的启示。结合分析结果提出了可行性的教学建议,建议教师在教学中渗透新课程教学理念,结合新理念改进教学方法,并有效进行策略训练,以提高学生英语水平。更多还原

【Abstract】 The research of learning strategies in second language began in 1970s, which played an important role in language acquisition. The research of learning strategies began in 1980s in China. First, the research focused on the university students. Later, the research was expanded on middle school students and primary school students. Currently, a new round of elementary educational reform is being carried out all over China, which attaches great emphasis on developing students’ awareness of using learning strategies. And the newly-issued national English Curriculum Standard (2001) definitely points out that "Helping students develop sound learning habits and form the effective learning strategies is an important task of English curriculum". As all the above reasons, it’s important and necessary to teach the students use the strategies effectively in learning.This paper describes empirically and constructively the practice of the English learning strategies instruction and training program after detailed analysis of language learning strategies development theory and a survey. This paper is composed of five parts. Part One raises a problem of the grade differences because of the gender and it presents some reasons of doing the research about strategy training. Part Two presents a theoretical analysis of language learning strategies by reflecting the definition and classification. As well, it briefly introduces the history and current research on the foreign language learning strategies. Part Three is a detailed description of the means and the process about English learning strategy training. Part Four describes the results after the strategy training by comparing the data and it analyses the results. The final part summarizes both theoretically and empirically some suggestions of the English strategy training program for junior high school teachers.更多还原