医学类院校大学生英语学习策略研究
发布时间：2018-09-17 20:32
【摘要】：近年来，外语教学研究呈现出多层次、多元化的发展方向，研究的重点从教学方法转为学习者个体差异。在制约外语学习的个体差异（年龄、语言潜能、认知风格、学习态度、学习策略）中，学习策略是很重要的一个因素。改革开放后，我们国家学习外语的人越来越多，但真正熟练掌握运用比例并不高，造成这一现象有很多原因，缺乏行之有效的学习策略是无法回避的因素之一，，因为语言能力的形成和发展依赖于语言知识的掌握，而知识要转化为能力就需要策略作为中介。 医学类院校学生作为高等学校学生群体的一部分具有普遍性和特殊性。他们都经历过高考、掌握较多外语知识、具有一定英语实用技能。而以医学及相关专业为主的这一部分学生专业性质比较强，社会总体对他们的要求也比较高。作为工具，外语在临床实践和科学研究中有很大作用。但是，目前对医学类院校学生使用学习策略方面的研究较少，因此，进行医学类高校学生学习策略研究有着重要的现实意义。 本研究通过定量设计调查了医学类院校学生学习策略使用情况以及与英语成绩的关系。研究对象选自山东省内五所医学院2009级临床医学专业的二年级学生，男女共190名。研究工具主要使用Oxford编制的包括记忆策略、认知策略、补偿策略、元认知策略、情感策略、社交策略的调查问卷，并应用SPSS13.0对收集到的数据进行整理分析。首先，对省内五所医学院学生使用学习策略的情况进行描述性统计分析。其次，利用皮尔逊相关分析对学习策略同英语成绩之间的相关性进行验证。最后，使用独立样本T检验男女生以及成功学习者和不成功学习者在使用学习策略上的差异。 研究结果表明：（1）研究对象学习策略的总体使用频率不高，属于中等水平；（2）六类学习策略中，补偿策略与成绩的相关性最强；（3）女生学习策略使用的范围和频率基本高于男生，但没有明显差异，男女生在学习策略使用上的最大差异在于社会情感策略；成功学习者在使用学习策略的范围和频率上优于不成功学习者。 本研究丰富了对医学类院校学习策略的研究，进一步地扩大了学习策略在中国的研究范围。
[Abstract]:In recent years, foreign language teaching research has shown a multi-level, diversified development direction, the focus of the research from teaching methods to individual differences. In the individual differences (age, language potential, cognitive style, learning attitude, learning strategy), learning strategy is an important factor in foreign language learning. After the reform and opening up, more and more people in our country are learning foreign languages, but the proportion of real proficiency in using foreign languages is not high. There are many reasons for this phenomenon. The lack of effective learning strategies is one of the unavoidable factors. The formation and development of language competence depends on the mastery of language knowledge, and the transformation of knowledge into competence requires strategy as an intermediary. As a part of college students, medical college students have universality and particularity. They have experienced the college entrance examination, master more foreign language knowledge, have certain practical English skills. This part of the students majoring in medicine and related majors has a strong professional nature, and the society as a whole has higher demands on them. As a tool, foreign languages play an important role in clinical practice and scientific research. However, there are few studies on the use of learning strategies in medical colleges and universities, so it is of great practical significance to study the learning strategies of medical college students. This study investigated the use of learning strategies and their relationship with English achievement by quantitative design. The subjects of the study were 2009 grade 2 students, male and female, from five medical schools in Shandong province. The research tools include memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies, which are compiled by Oxford. The data collected are analyzed by SPSS13.0. First, descriptive statistical analysis was carried out on the use of learning strategies by students in five medical schools in the province. Secondly, Pearson correlation analysis is used to verify the correlation between learning strategies and English achievement. Finally, an independent sample T was used to test the differences in the use of learning strategies between male and female students and between successful and unsuccessful learners. The results show that: (1) the overall frequency of learning strategies is not high and belongs to the medium level; (2) among the six learning strategies, the correlation between compensation strategies and performance is the strongest. (3) the range and frequency of female students' learning strategies are basically higher than that of boys, but there is no obvious difference. The biggest difference between male and female students in the use of learning strategies lies in social affective strategies; Successful learners are superior to unsuccessful learners in the range and frequency of using learning strategies. This study enriches the study of learning strategies in medical colleges and further expands the scope of research on learning strategies in China.
【学位授予单位】：山东农业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G642
本文编号：2247010
[Abstract]:In recent years, foreign language teaching research has shown a multi-level, diversified development direction, the focus of the research from teaching methods to individual differences. In the individual differences (age, language potential, cognitive style, learning attitude, learning strategy), learning strategy is an important factor in foreign language learning. After the reform and opening up, more and more people in our country are learning foreign languages, but the proportion of real proficiency in using foreign languages is not high. There are many reasons for this phenomenon. The lack of effective learning strategies is one of the unavoidable factors. The formation and development of language competence depends on the mastery of language knowledge, and the transformation of knowledge into competence requires strategy as an intermediary. As a part of college students, medical college students have universality and particularity. They have experienced the college entrance examination, master more foreign language knowledge, have certain practical English skills. This part of the students majoring in medicine and related majors has a strong professional nature, and the society as a whole has higher demands on them. As a tool, foreign languages play an important role in clinical practice and scientific research. However, there are few studies on the use of learning strategies in medical colleges and universities, so it is of great practical significance to study the learning strategies of medical college students. This study investigated the use of learning strategies and their relationship with English achievement by quantitative design. The subjects of the study were 2009 grade 2 students, male and female, from five medical schools in Shandong province. The research tools include memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies, which are compiled by Oxford. The data collected are analyzed by SPSS13.0. First, descriptive statistical analysis was carried out on the use of learning strategies by students in five medical schools in the province. Secondly, Pearson correlation analysis is used to verify the correlation between learning strategies and English achievement. Finally, an independent sample T was used to test the differences in the use of learning strategies between male and female students and between successful and unsuccessful learners. The results show that: (1) the overall frequency of learning strategies is not high and belongs to the medium level; (2) among the six learning strategies, the correlation between compensation strategies and performance is the strongest. (3) the range and frequency of female students' learning strategies are basically higher than that of boys, but there is no obvious difference. The biggest difference between male and female students in the use of learning strategies lies in social affective strategies; Successful learners are superior to unsuccessful learners in the range and frequency of using learning strategies. This study enriches the study of learning strategies in medical colleges and further expands the scope of research on learning strategies in China.
【学位授予单位】：山东农业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G642
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本文编号：2247010
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