1、<p><b>　　學(xué)士學(xué)位論文</b></p><p>　　英語專業(yè)學(xué)生的學(xué)習(xí)策略</p><p>　　Learning Strategies among English Majors in CUAS</p><p><b>　　摘 要</b></p><p>　　學(xué)習(xí)策略包括在語言

2、學(xué)習(xí)習(xí)得的運用的整個過程中某個特定階段的心理和行為活動。因為學(xué)習(xí)策略能系統(tǒng)性的指導(dǎo)學(xué)習(xí)，所以對學(xué)習(xí)策略的研究在教育學(xué)中起著重要作用。本研究采用學(xué)習(xí)策略量表（SILL）對重慶文理學(xué)院外國語系英語專業(yè)大二以上的學(xué)生學(xué)習(xí)策略水平進行了初步的調(diào)查與探討。調(diào)查結(jié)果表明：英語專業(yè)學(xué)生的學(xué)習(xí)策略總體水平還有待提高，而且學(xué)生對學(xué)習(xí)策略的理解和認(rèn)識水平還不夠科學(xué)和系統(tǒng)，僅停留在了解一些零碎的學(xué)習(xí)方法的水平上，對學(xué)習(xí)策略的運用也具有很強的偶然性。根據(jù)研究結(jié)

3、果，本論文認(rèn)為對英語專業(yè)學(xué)生學(xué)習(xí)策略的教學(xué)還有待加強，并從對學(xué)習(xí)策略教學(xué)和培養(yǎng)的探究來提出改進建議。</p><p>　　關(guān)鍵詞：英語專業(yè)大學(xué)生;學(xué)習(xí)策略;學(xué)習(xí)策略教學(xué)</p><p><b>　　Abstract</b></p><p>　　A language strategy consists of mental or behaviora

4、l activity related to some specific stage in the overall process of language acquisition or language use. And as learning strategies can systematically conduct learning, the research on it takes an important role in peda

5、gogy. This study investigated the general level of learning strategies implemented by the English majors above the second-year in Chongqing University of Arts and Sciences (CUAS) with the Strategies Inventory for Languag

6、e Learnin</p><p>　　Key words: English majors, learning strategies, learning strategies training</p><p>　　Table of Contents</p><p><b>　　中文摘要Ⅰ</b></p><p>　　A

7、bstractⅡ</p><p>　　1 Introduction1</p><p>　　2 Some Issues on Learning Strategies1</p><p>　　2.1 Defining Learning Strategies1</p><p>　　2.2 Classifying Learning Strate

8、gies2</p><p>　　2.3 The Relationship between Strategy Use and Learning Proficiency3</p><p>　　3 The Investigation on Learning Strategies among English </p><p>　　Majors in CUAS4<

9、/p><p>　　3.1 Subject4</p><p>　　3.2 Instrument4</p><p>　　3.3 Data Collection5</p><p>　　3.4 Results and Analysis6</p><p>　　3.4.1 Results6</p><p&

10、gt;　　3.4.2 Analysis8</p><p>　　4 Suggestions to Train Students’ Learning Strategies9</p><p>　　5 Conclusion10</p><p>　　Bibliography11</p><p>　　Acknowledgements12<

11、/p><p>　　Appendix13</p><p>　　Learning Strategies among English Majors in CUAS</p><p>　　1. Introduction </p><p>　　With the approaching of the era of information and tec

12、hnology, it is very important for people to know “how to learn” instead of “what to learn”. The traditional education has become unfit for the development of the society. Thus teaching the student “how to learn” becomes

13、an important goal of the reformation of education all over the world. As the main psychology system of conducting learning, the learning strategy becomes a hot subject of pedagogy and psychology.</p><p>　　In

14、 the 1970s, linguists began to show an interest in the learning strategy. In the second language acquisition, we are always asking, “Why do some succeed in language learning while others fail in the same content?” In the

15、 past, we tried to find answers from teachers and teaching methods. In recent years there has been a shift in focus from the teacher to the learner, from exclusively focusing on the improvement of the teaching to an incr

16、eased concern for how learners go about their tasks in a s</p><p>　　Researches on learning strategies mainly concentrate to classification of strategies, variables affecting the choice of learning strategies

17、, the relationship between strategies and achievement and learning strategy training. </p><p>　　2 Some Issues on Learning Strategies </p><p>　　2.1 Defining Learning Strategies </p>&l

18、t;p>　　If we want to research learning strategies, the first thing we should do is to get a clear definition of learning strategies. However, it is not easy to do that because different scholars have different understa

19、ndings on learning strategies. Chamot (1987) refers to learning strategies as “techniques or actions learners use to make language learning more successful, self-directed or enjoyable.” Rubin’s (1987) view of strategies

20、relates more to how they might contribute directly to second language</p><p>　　The definitions above seem interchangeable, so a better way to define learning strategies is synthesizing the definitions. Rod E

21、llis (1994), in his book The Study of Second Language Acquisition puts it in this way, “a language strategy consists of mental or behavioral activity related to some specific stage in the overall process of language acqu

22、isition or language use”. In this study, the present writer will adopt this definition for research purposes.</p><p>　　2.2 Classifying Learning Strategies</p><p>　　In addition to list learning s

23、trategies, a few researchers have also attempted to classify them into taxonomies and typologies. Among them the present writer agrees with Oxford’s classification (1990). She constructed a questionnaire entitled “Strate

24、gy Inventory for Language Learning” (SILL), which the present writer used in the investigation. The SILL has been developed from Oxford’s fairly exhaustive list of strategies and has become popular for finding levels of

25、strategy use through being app</p><p>　　Then she categorized these strategies into primary and secondary strategy types. After performing a number of statistical analyses on the SILL, Oxford (1990) presented

26、 a revised framework of learning strategies in which she classified learning strategies as having a direct or an indirect impact on learning a language. (see fig. 2.1)</p><p>　　Fig. 2.1: Oxford’s Classificat

27、ion</p><p>　　Each strategy type was further represented by three subtypes were then represented by a number of individual strategies. Oxford’s taxonomy is interesting for a few reasons. It is the first to ex

28、plicitly indicated directionality in term of impact on language learning and to provide a hierarchical organization of strategies into levels, making it more than just a list. Second, this taxonomy is extremely comprehen

29、sive and again intuitively appealing. Finally, Oxford’s taxonomy is unique in that it </p><p>　　2.3 The Relationship between Strategy Use and Learning Proficiency</p><p>　　So far there are serie

30、s of studies, which have sought to investigate the relation of students’ leaning strategy use to their individual learning achievement. There are two kinds of correlational studies: the relation between frequency of stra

31、tegy use and language proficiency, and the relation between specific strategies and L2 proficiency.</p><p>　　An abundance of research has been conducted to find out whether the frequency of strategy use infl

32、uences language proficiency, but no consistent picture has emerged so far. In the studies conducted in a variety of geographical and cultural settings, “students who were better in their language performance generally re

33、ported higher levels of overall strategy use and frequent use of a greater number of strategy categories” (Green and Oxford, 1995). A recent study by Wharton (2000) further supports </p><p>　　Another area is

34、 the link between choice of strategies and learning achievement. Politzer and McGroarty (1985), for example, looked at the relationship between a range of “good learning behaviors” measured using questionnaires, and gain

35、 scores on an intense course. They reported mixed results: while the gain scores did not relate to their categories of strategies use as a whole, there were certain individual items which showed significant associations

36、with certain of their proficiency measures.</p><p>　　Wen Qiufang (1996) investigated 242 English majors from five universities in East China by questionnaires and found that the learning strategies they used

37、 are correlated with their English Band-4 achievements. Besides, Wu Yi’an, Liu Runqing et. al. from Beijing Foreign Studies University (1993) had the general investigation into the quality of Chinese English majors. They

38、 examined language learning strategy use of second-year English majors in China through the questionnaires. Data analysis reve</p><p>　　3 The Investigation on Learning Strategies among English Majors in CUAS

39、</p><p>　　To date, there are many researches on the necessity of using learning strategies by the student of middle school or non-English majors in universities in China. However, few of the research were fo

40、cus on the English majors. Do the English majors have a better implement of learning strategies than the others? In other words, is it necessary to train the English major in the use of learning strategies? The following

41、 investigation was designed to show the answer. The main objective of this investig</p><p>　　3.1 Subject</p><p>　　The participants in this study were supposed to be 80 English majors in the Fore

42、ign Language Department of CUAS. They are above the second-year from 8 different classes. 5 male and 5 female students were chosen in each class as the participants. Less than half of them passed TEM-4 (Test for English

43、Majors Band-4) or CET-6 (College English Test Band-6). </p><p>　　The reasons were as follows: firstly the first year students have just entered the university and they might not have successfully and formed

44、their own learning approaches and strategies. After two years of study in the university the students have adopted themselves to the study and courses in the university and have acquired their own learning strategies. Se

45、condly, they tend to have more problems in their English learning, and they are more influenced by their previous learning. Given the two </p><p>　　3.2 Instrument</p><p>　　The study investigated

46、 the general level of the learning strategies with the SILL (which was also mentioned above). There are 50 items in the SILL. The structure of the SILL is based on Oxford’s classification system, which has been listed in

47、 the previous paragraphs. According to the system, the questionnaire contains altogether six parts as follow: Part A (items 1-9, memory strategies): relating to how students remember language; Part B (items 10-23, cognit

48、ive strategies): relating to how stude</p><p>　　For each item, there is a five-point scale ranging from 1 to 5. 1= “never or almost never true of me”, 2= “usually not true of me”, 3= “sometimes true of me”,

49、4= “usually true of me”, and 5= “always or almost always true of me”. The students would choose 1 from 1-5 to report their degree for each item. For the participants to understand clearly, the writer used Chinese version

50、 of the SILL.</p><p>　　3.3 Data Collection</p><p>　　The present writer and his friends distributed 80 questionnaires to the students. The students were given fifteen minutes to finish the questi

51、onnaire in classroom. All subjects received uniform instructions as to how to fill out the SILL in order to minimize confusion. The participants were not asked to report their own specific strategies. And we gave the sub

52、jects a list of strategies and asked them to report to make choice of each item. And we were able to get mean scores of each item in the q</p><p>　　Table 3.1: Frequency Scale</p><p>　　3.4 Result

53、s and Analysis</p><p>　　3.4.1 Results</p><p>　　The number of students choosing in the five-point scale, the mean score of each item and the average score of each part were calculated to get the

54、mean scores for the whole subject. (see Table 3.2)</p><p>　　Table 3.2: Data</p><p>　　3.4.2 Analysis</p><p>　　The statistics of the questionnaires showed that the English majors who

55、were investigated use all the 6 strategies equally. And the strategies used mostly are compensation strategies and meta-cognitive strategies, followed by cognitive strategies and social strategies, then memory strategies

56、 and affective strategies. </p><p>　　According to Table 3.2 and 3.3, we can see that the average score of each item ranged from 1.8 to 3.8, and most scores were between 2.4 to 3.6. It showed that the subject

57、s were generally aware of using such learning strategies, but only at medium level.</p><p>　　In Part A (item 1 to 9), the mean score of each item ranged from 2.4 to 3.1. 2 out of 9 items were below 2.5, and

58、the other 7 items were between 2.5 to 3.4. In other words, the students sometimes used 7 memory strategies (item 1, 2, 3, 5, 6, 8 and 9). In Part B (item 10 to 23), the mean score of each item ranged from 2.3 to 3.8. 2 o

59、f the 14 items were below 2.5; 11 of the 14 items were between 2.5 to 3.4; 1 of the 14 items was above 3.4. That is to say, 11 cognitive strategies (item 11, 12, 13, </p><p>　　Above all, the students believe

60、 they were using learning strategies, but they may not have understood the whole process of language learning and the role of learning strategies in the learning process. And the students had a strong desire to learning

61、English well, but they lack systematic knowledge about learning strategies. And it was found that: First, the general strategy levels of the English majors need to be improved. Second, their knowledge about learning stra

62、tegies is not systematic, whi</p><p>　　4 Suggestions to Train Students’ Learning Strategies</p><p>　　The ultimate goal of research of language learning strategies is to provide a basis for strat

63、egy training so that language learners can become more independent and autonomous learners.</p><p>　　One reason for strategy training is to explicitly teach students how, when, what and why strategies can be

64、 used to facilitate their efforts at learning and using a foreign language. By teaching students how to develop their own individualized strategy system, strategy training is intended to help students explore ways that t

65、hey can learn the target language more effectively as well as to encourage students to evaluate and self-direct their learning. At first, the teacher should help learners rec</p><p>　　Another reason of strat

66、egy training is to promote learners’ autonomy and self-direction by allowing students to choose their own strategies. Learners should be able to monitoring and evaluate the relative effectiveness of their strategy use, a

67、nd more fully develop their problem-solving skills, Strategy lies with the individual student. Oxford (1990) emphasizes that “the general goals of strategy training are to help make language more meaningful, to encourage

68、 a collaborative spirit between learn</p><p>　　It is necessary for teachers to offer strategy training for learners. And they should inform their learners fully as in the strategies, which are being taught,

69、the value and purpose of employing these strategies, and the ways that they can transfer the strategies to other learning tasks. Teachers need to explicitly train learners how to select, monitor and evaluate the strategi

70、es that they use.</p><p>　　Although researches have put forward a number of ways to carry out language learning strategy training the most effective way has to be discovered by classroom teacher himself. Her

71、e is the seven-step approach proposed by Cohen (1998).</p><p>　　Determining the learners’ needs and the resources available for training</p><p>　　Making goals of strategy training clear</p>

72、;<p>　　Cultivating learners’ strategy awareness</p><p>　　Identifying learners’ current learning strategies</p><p>　　Presenting learning strategy</p><p>　　Practicing learning

73、strategy</p><p>　　Evaluate and revise the strategy training</p><p>　　5. Conclusion</p><p>　　Through this paper, we have got a general view on the definition and the classification o

74、f learning strategies. And after the investigation, it was found that the level of learning strategies used by the English majors in CUAS is generally not very high, so there is a great need to train or improve their lea

75、rning strategies. Then we got some suggestions of the training of learning strategies.</p><p>　　There are still some deficiencies in this investigation: First, the number of the participants was not large be

76、cause of the limitation and economical factor; second, the statistics may be not exactly accurate because they were manually computed by the present writer; third, it was the first time for the present writer to study th

77、is issue so it was not very clear to some concepts which need further discussions. However, this study holds the value of reference in the degree. To some extent, it ref</p><p>　　Bibliography</p><

78、p>　　[1] Chamot, A.U. (1987). The Learning Strategies of ESL Students. Englewood cliffs, NJ: Prentice Hall.</p><p>　　[2] Cohen, A.D. (1998). Strategies in Learning and Using a Second Language. London: Addi

79、son Longman Limited.</p><p>　　[3] Green, J., & Oxford, R.L. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL, 29, 261-297.</p><p>　　[4] Oxford, R.L. (1990). La

80、nguage Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle. </p><p>　　[5] Politzer & McGroarty. (1985). An Exploratory Study of Learning Behaviors and Their Relationship to

81、Gains in Linguistic and Communicative Competence. TESOL , 19, 103-123.</p><p>　　[6] Rod Ellis. (1994). The Study of Second Language Acquisition. Oxford, U.K.: Oxford University Press.</p><p>　　[

82、7] Rubin & Wenden. (1987). Learner Strategies for Second Language Acquisition. Englewood Cliffs, NJ: Prentice Hall. </p><p>　　[8] Stern. (1983). Fundamental Concepts of Language Teaching. Oxford, U.K.: O

83、xford University Press.</p><p>　　[9] Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.</p><p>　　[10] 劉電芝, 20

84、01, 《學(xué)習(xí)策略研究》[M], 北京：人民教育出版社。</p><p>　　[11] 蒯超英, 1999, 《學(xué)習(xí)策略》[M], 武漢：湖北教育出版社。</p><p>　　[12] 陶保平 黃河清, 2005,《教育調(diào)查》[M], 上海：華東師范大學(xué)出版社。</p><p>　　[13] 文秋芳 王海嘯, 1996. 學(xué)習(xí)者因素與大學(xué)英語四級考試成績的關(guān)系[J]

85、, 《外語教學(xué)與研究》第4期, 33-39頁。</p><p>　　[14] 吳一安 劉潤清 Jeffery.P, 1993，中國英語本科生素質(zhì)調(diào)查報告[J],《外語教學(xué)與研究》第1期, 36-46頁。</p><p>　　[15] 張大均, 2000,《教育心理學(xué)》[M], 北京：人民教育出版社。</p><p>　　Acknowledgements</p&

86、gt;<p>　　The present paper is the result of my tutor Xu Fei’s enthusiastic instruction and the warm-hearted help given by many other teachers and friends. I am sincerely indebted to Xu Fei, my supervisor, for her

87、insightful instructions and detailed comments and suggestions on this dissertation. She has assisted considerably in sharpening and strengthening the focus and in pointing out errors and inaccuracies. And I will thank my

88、 parents especially for their precious love to me, which has always been sup</p><p><b>　　Appendix</b></p><p><b>　　語言學(xué)習(xí)策略量表</b></p><p>　　非常感謝您能抽出一點寶貴的時間來進行這次調(diào)

89、查，請按照自己平時的學(xué)習(xí)情況對照下表如實填寫。</p><p><b>　　請依題號選擇：</b></p><p>　　1-從未：從來沒有使用過這項策略</p><p>　　2-偶爾：使用這項策略的幾率很小，少于40%（10次中用到的幾率只有2，3次）</p><p>　　3-普通：使用這項策略的幾率約有一半，介于40%

90、-60%</p><p>　　4-經(jīng)常：常常使用這項策略，介于60%-80%</p><p>　　5-總是：幾乎每次都會用到這項策略，高于80%以上</p><p>　　請在每一道描述后，在符合您自身情況的數(shù)字上畫圈（從1 2 3 4 5 中只選一個數(shù)字）</p><p><b>　　Part A </b></p&

91、gt;<p>　　1. 在學(xué)習(xí)英語時，我會把新內(nèi)容和已學(xué)會的知識進行聯(lián)想和比較</p><p>　　2. 我會把新單詞帶入詞組，短語或句子中來記憶</p><p>　　3. 我會用聲音，影像或圖片來幫助我記憶新單詞</p><p>　　4. 我會為一個新單詞去想象一個特別有趣的情景來幫助我記憶</p><p>　　5. 我會用壓

92、韻或諧音來記單詞</p><p>　　6. 我會把單詞，短語做成單詞卡片或表格以便于背誦</p><p>　　7. 如果遇到關(guān)于動作方面的單詞，我會配合肢體演出來加強記憶</p><p>　　8. 我時常復(fù)習(xí)英語課的內(nèi)容</p><p>　　9. 我用記住某個單詞或句子在書上，黑板上甚至街道標(biāo)志上的位置來記憶這個單詞</p>&

93、lt;p><b>　　Part B </b></p><p>　　10. 我會用重復(fù)讀寫來練熟新單詞</p><p>　　11. 我會練習(xí)朗讀句子，注意聲調(diào)，試著把英語說得像英語本土人士</p><p>　　12. 我會練習(xí)英文的發(fā)音</p><p>　　13. 我會將單詞，短語用許多不同的方式來練習(xí)（如重新組合成

94、新句子，翻譯或是寫作）</p><p>　　14. 我試著用英語來交談</p><p>　　15. 我會收看英語電視節(jié)目，電影或上英文網(wǎng)站，以學(xué)習(xí)英語</p><p>　　16. 我會將閱讀英文作為一種日常消遣（如閱讀英文書籍），而不是只有在課堂上做作業(yè)時才讀</p><p>　　17. 我用英語作筆記，寫信件或報告</p>&

95、lt;p>　　18. 閱讀英語文章時，我先快速瀏覽一遍了解大意，然后再回過頭來仔細(xì)閱讀</p><p>　　19. 我運用漢語的語法來幫助了解英語句型，記憶單詞</p><p>　　20. 我試著在英語文章中找出句型</p><p>　　21. 我會將新單詞，句型分解成幾個我能理解的部分（如分解詞根，詞綴）</p><p>　　22.

96、我試著不要逐字逐句翻譯</p><p>　　23. 我會對我聽到或讀到的英文內(nèi)容作摘要</p><p><b>　　Part A</b></p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 <

97、;/p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4

98、 5 </p><p><b>　　Part B</b></p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><

99、;p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p&

100、gt;<p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5 </p><p>　　1 2 3 4 5</p><p><b>　　請依題號選擇：</b></p><p>　　1-從未：

101、從來沒有使用過這項策略</p><p>　　2-偶爾：使用這項策略的幾率很小，少于40%（10次中用到的幾率只有2，3次）</p><p>　　3-普通：使用這項策略的幾率約有一半，介于40%-60%</p><p>　　4-經(jīng)常：常常使用這項策略，介于60%-80%</p><p>　　5-總是：幾乎每次都會用到這項策略，高于80%以上&l

102、t;/p><p><b>　　Part C</b></p><p>　　24. 對于不知道的英語單詞，我試著猜猜看</p><p>　　25. 在英語對話中，有不知如何用英語表達的字，我試著用手勢來表達</p><p>　　26. 如果我不知道某個正確的英語單詞，我會自己創(chuàng)造新詞</p><p>　　

103、27. 我閱讀英語文章時，不會查閱每個我不懂的英語單詞</p><p>　　28. 英語對話中，我試著猜測對方接下來會說的英語句子</p><p>　　29. 如果我不知道某個英語單詞，我會使用同義詞或以句子描述的方式來替代</p><p><b>　　Part D</b></p><p>　　30. 我試著找出可以使用