初中生学习风格、元认知策略水平与英语成绩的相关研究

发布时间：2018-05-12 09:25

本文选题：初中生 + 学习风格　；参考：《湖南大学》2015年硕士论文

【摘要】：语言学习是一个漫长的过程,一个人不可能在短时间内(如几个月)完全掌握英语这门语言。了解有关外语学习的策略,认识到自身的学习风格偏好是很重要的。文章主要研究内容在于帮助学生和教师更好地理解学习风格和元认知策略的含义,及其对外语学习的作用；帮助学生认识到自身的学习风格偏好,从而让他们能更加灵活地应对不同学习情境和学习材料,提高学习效率。元认知策略的培养从八十年代初一直受到重视,但更多的集中在对大学生和高中生学习策略的研究上,针对初中生的研究并不多见。本次研究以初中生为研究对象,旨在调查其元认知学习策略的使用特点,高、低分组学生在学习策略使用上的差异以及学习策略与英语成绩的相关关系。通过对学生元认知策略使用水平调查问卷的分析,笔者发现元认知策略使用与英语成绩存在显著的正相关,英语学习风格与英语成绩存在相关英语学习风格主要在体验型学习阶段,偏好独立学习和听觉学习,元认知策略使用普遍,元认知体验型对英语学习成绩的预测影响最大,其次为元认知知识,最后是元认知监控；学习风格、元认知策略使用等变量对英语成绩有一定预测作用,能建立预测的回归方程模型。
[Abstract]:Language learning is a long process and one cannot master the language in a short period of time, such as a few months. It is important to understand strategies for foreign language learning and to recognize your learning style preferences. The main contents of this paper are to help students and teachers better understand the meaning of learning style and metacognitive strategies and their role in foreign language learning, and to help students realize their learning style preferences. So that they can be more flexible to deal with different learning situations and learning materials, improve learning efficiency. The cultivation of metacognitive strategies has been paid more attention since the beginning of 1980s, but it is more focused on the study of learning strategies of college students and high school students, but the research on junior high school students is rare. The purpose of this study was to investigate the characteristics of metacognitive learning strategies, the differences in the use of learning strategies between high and low group students, and the correlation between learning strategies and English achievement. By analyzing the questionnaire of students' metacognitive strategy use level, the author finds that there is a significant positive correlation between metacognitive strategy use and English achievement. There is a correlation between English learning style and English achievement. English learning style is mainly in the stage of experiential learning, preference for independent learning and auditory learning. Metacognitive strategies are widely used, and metacognitive experience has the greatest influence on the prediction of English learning achievement. Secondly, metacognitive knowledge, finally metacognitive monitoring, learning style, metacognitive strategy use and other variables can predict English achievement to some extent, and can establish predictive regression equation model.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【相似文献】