初中生英语学习障碍探究

发布时间：2018-05-27 23:22

本文选题：学习障碍 + 学习成绩　；参考：《江西师范大学》2017年硕士论文

【摘要】：学习障碍主要指学生的智力是正常的,但他们的学业成绩明显比其他没有学习障碍的学生差。学生的学习障碍主要表现为在某些特殊能力或学习技能(如听,说,读,写,拼写等)等方面有障碍。许多学者和专家在学习障碍领域做了很多研究,但他们经常只关注理论方面,很少从中学生的实际情况出发。因此,有必要探索初中学生的学习障碍,并因此给学生提供一些策略,来帮助学生克服他们在英语学习过程中出现的一些学习障碍。在前人的研究基础上,本研究对来自永丰中学的180名初中学生进行问卷调查,以研究他们的学习障碍。问卷采用Stephen B.McCarney(1988)的学习障碍评估量表中学生版本(LDES-SV)。本文采用统计软件SPSS 16.0将所收集的数据进行以下的分析。(1)用描述性统计的方法来显示初中学生英语学习障碍的一般特征。(2)使用独立样本T检验来判断不同性别之间的英语学习障碍是否存在一些差异。(3)使用相关性分析来测量学生学习障碍和他们的英语成绩之间的相关性。本研究的结果如下:首先,总体来说,大多数初中生都有相对严重的英语学习障碍。在六种学习障碍中,口语障碍最严重,排在第一,紧跟其后的是听力障碍,阅读障碍和逻辑思维障碍。写作障碍和拼写障碍排在最后。第二,女生在六种英语学习障碍中的平均得分均低于男生,女生的学习障碍与男生的学习障碍存在显著性差异。在六种英语学习障碍中,男女生在听力障碍,口语障碍和拼写障碍方面存在显著性差异。男生和女生在逻辑思维障碍,阅读障碍和写作障碍方面没有显著性差异。第三,研究表明,学生的英语成绩与学习障碍具有很强的负相关性。此外,六种英语学习障碍都与学生的英语成绩具有显著的负相关性,这意味着学生的英语学习障碍越大,他们英语期末考试分数就越低。根据本次调查结果,本研究为学校,老师和学生提供了一些理论性和实践性的建议和策略来帮助学生克服在英语学习过程中出现的学习障碍,从而提高学生的英语学习成绩。
[Abstract]:Learning disability mainly refers to the normal intelligence of students, but their academic performance is obviously worse than that of other students without learning disabilities. Students' learning disabilities are mainly characterized by some special abilities or learning skills (such as listening, speaking, reading, writing, spelling, etc.). Many scholars and experts have done a lot of research in the field of learning disabilities, but they often only pay attention to the theoretical aspects, and rarely start from the actual situation of middle school students. Therefore, it is necessary to explore the learning disabilities of junior middle school students, and therefore provide students with some strategies to help them overcome some learning barriers in the process of English learning. On the basis of previous studies, 180 junior high school students from Yongfeng Middle School were investigated by questionnaire to study their learning disabilities. Stephen B. McCarneyn (1988) was used to assess the learning disabilities in the middle school students' version of LDES-SVP. This paper uses statistical software SPSS 16.0 to carry out the following analysis of the collected data. 1) using descriptive statistical method to show the general characteristics of junior middle school students with English learning disabilities. 2) using independent sample T test to judge gender. The correlation analysis was used to measure the correlation between students' learning disabilities and their English achievement. The results of this study are as follows: first, most junior high school students have relatively serious English learning disabilities. Among the six kinds of learning disabilities, oral disorder is the most serious, followed by hearing impairment, reading disorder and logical thinking disorder. Writing and spelling barriers are at the bottom. Second, the average score of girls in the six kinds of English learning disabilities is lower than that of boys, and there is a significant difference between girls' learning disabilities and boys' learning disabilities. Among the six kinds of English learning disabilities, there are significant differences between male and female students in hearing impairment, oral disorder and spelling disorder. There was no significant difference between boys and girls in logical thinking disorder, reading disorder and writing disorder. Thirdly, the study shows that there is a strong negative correlation between students' English achievement and learning disabilities. In addition, there is a significant negative correlation between the six kinds of English learning disabilities and the students' English achievement, which means that the greater the students' English learning disabilities, the lower their English final test scores. According to the findings of this study, this study provides some theoretical and practical suggestions and strategies for schools, teachers and students to help them overcome the learning barriers in the process of English learning and thus improve their English learning performance.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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