非成功语言学习者学习策略及学习风格的相关性研究
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摘要
近三十年来,学习风格和学习策略的研究受到了众多心理学研究者以及语言教育者的大量关注。大量的实证研究表明学习风格和学习策略之间存在着紧密联系(Oxford,1989;Rossi-le,1989,1995;Oxford and Ehrman,1995;Shih and Gamon,2003)。但大多数相关的研究所关注的对象都是成功的语言学习者以及英语专业的学生,很少对非成功语言学习者的学习风格和学习策略之间的相关性进行研究。基于此,本研究采用定量分析和定性分析相结合的方法,通过个案分析,探讨了在高校中非成功语言学者学习风格及学习策略的相关性。
西南大学体育学院体育教育专业107名学生参加了此次调查。本研究采用了两个调查量表进行数据收集:一个是Oxford(1990)的学习策略调查量表(LearningStrategies Inventory for Language Learning,SILL);另一个是MBTI,Form G(MBTI-G)人格测量表,并使用统计软件SPSS最新版本16.0对数据进行了以下方面的分析:(1)调查对象的学习策略的使用特点;(2)调查对象的学习风格特点;(3)调查对象的学习策略使用与学习策略风格之间相关性的特点。研究表明:调查对象使用学习策略的频率比较低,其中主要使用补偿策略,认知策略以及元认知策略;他们具有多种学习风格,主要的学习风格为外向型、情感型、直观型以及知觉型。就记忆策略、认知策略、元认知策略、补偿策略、社会策略这六种社会策略而言,思维型和知觉型的学生倾向于使用各种学习策略;外向型的学生倾向于使用补偿策略和社会策略;内向型的学生较少使用补偿策略及社会策略,却明显倾向于使用元认知策略;判断型的学生较少使用补偿策略;直观型的学生较少使用记忆策略、认知策略及情感策略;而情感型的学生则几乎不使用任何学习策略。
本研究虽存在着调查对象的样本相对较小,分析不够全面和深入之处,但它仍旧在一定程度上为学习风格对学习策略使用的影响以及它们之间相关性提供了数据支持,针对非成功语言学者的英语教学及英语学习提出了一些建议,并为未来相关研究提供了建议及启示。
In recent thirty years, the attention of researchers and language teachers has been attracted by the research of language learners' learning styles and learning strategies. Many empirical studies have revealed that learning styles and learning strategies are closely related with each other (Oxford, 1989; Rossi-le, 1989, 1995; Oxford and Ehrman, 1995; Shih and Gamon, 2003). However, most of such studies focus on the good or successful language learners or English majors, whereas few studies center on the low language achievers or unsuccessful language learners. Therefore, this study is designed to explore the correlation between the use of learning strategies and the learning styles of low language achievers in university by the means of quantitative and qualitative analysis based on the data obtained in a case study.
107 students majoring in Physical Education of Physical School from Southwest University, who are commonly defined as the low language achievers among the students in universities, participated in the survey. And two questionnaires were conducted in the study for data collection: one is Oxford's (1990) Strategy Inventory for Language Learning (SILL) and the other is Myers Briggs Type Indicator, Form G (MBTI-G) (1985). And all the data were analyzed in the SPSS 16.0 from three aspects: (1) the characteristics of the participants' using learning strategies; (2) the characteristics of their learning style; and (3) the correlation of their using learning strategies and learning styles. The study reveals the following findings: The participants are low users of learning strategies, and they prefer to use compensation, cognitive and metacognitive strategies rather than memory, affective, and social strategies. The participants' learning styles are various and the major types are Extroversion, Feeling, Intuition and Perceiving. And there is correlation between the participants' using learning strategies and their learning styles; but it is not significant. For the six categories of learning strategies: memory strategy; cognitive strategy, metacognitive strategy, compensation strategy, social strategy, Thinking and Perceiving learners prefer to use all of them; Extraverts prefer the compensation and social strategies; Judging students do not prefer compensation strategies while Intuitive ones do not prefer memory, cognitive and affective strategies. What is more, the Feeling students seldom use all the six categories of learning strategies.
Based on the findings and results, the study also provides some suggestions and implications for the future English teaching which aims at the low achievement students and their English learning. This case study also supplies some valuable statistics and suggestions for further study, even though there are still some limitations, such as the limited sample and the shallow analysis of the collected data.
西南大学体育学院体育教育专业107名学生参加了此次调查。本研究采用了两个调查量表进行数据收集:一个是Oxford(1990)的学习策略调查量表(LearningStrategies Inventory for Language Learning,SILL);另一个是MBTI,Form G(MBTI-G)人格测量表,并使用统计软件SPSS最新版本16.0对数据进行了以下方面的分析:(1)调查对象的学习策略的使用特点;(2)调查对象的学习风格特点;(3)调查对象的学习策略使用与学习策略风格之间相关性的特点。研究表明:调查对象使用学习策略的频率比较低,其中主要使用补偿策略,认知策略以及元认知策略;他们具有多种学习风格,主要的学习风格为外向型、情感型、直观型以及知觉型。就记忆策略、认知策略、元认知策略、补偿策略、社会策略这六种社会策略而言,思维型和知觉型的学生倾向于使用各种学习策略;外向型的学生倾向于使用补偿策略和社会策略;内向型的学生较少使用补偿策略及社会策略,却明显倾向于使用元认知策略;判断型的学生较少使用补偿策略;直观型的学生较少使用记忆策略、认知策略及情感策略;而情感型的学生则几乎不使用任何学习策略。
本研究虽存在着调查对象的样本相对较小,分析不够全面和深入之处,但它仍旧在一定程度上为学习风格对学习策略使用的影响以及它们之间相关性提供了数据支持,针对非成功语言学者的英语教学及英语学习提出了一些建议,并为未来相关研究提供了建议及启示。
In recent thirty years, the attention of researchers and language teachers has been attracted by the research of language learners' learning styles and learning strategies. Many empirical studies have revealed that learning styles and learning strategies are closely related with each other (Oxford, 1989; Rossi-le, 1989, 1995; Oxford and Ehrman, 1995; Shih and Gamon, 2003). However, most of such studies focus on the good or successful language learners or English majors, whereas few studies center on the low language achievers or unsuccessful language learners. Therefore, this study is designed to explore the correlation between the use of learning strategies and the learning styles of low language achievers in university by the means of quantitative and qualitative analysis based on the data obtained in a case study.
107 students majoring in Physical Education of Physical School from Southwest University, who are commonly defined as the low language achievers among the students in universities, participated in the survey. And two questionnaires were conducted in the study for data collection: one is Oxford's (1990) Strategy Inventory for Language Learning (SILL) and the other is Myers Briggs Type Indicator, Form G (MBTI-G) (1985). And all the data were analyzed in the SPSS 16.0 from three aspects: (1) the characteristics of the participants' using learning strategies; (2) the characteristics of their learning style; and (3) the correlation of their using learning strategies and learning styles. The study reveals the following findings: The participants are low users of learning strategies, and they prefer to use compensation, cognitive and metacognitive strategies rather than memory, affective, and social strategies. The participants' learning styles are various and the major types are Extroversion, Feeling, Intuition and Perceiving. And there is correlation between the participants' using learning strategies and their learning styles; but it is not significant. For the six categories of learning strategies: memory strategy; cognitive strategy, metacognitive strategy, compensation strategy, social strategy, Thinking and Perceiving learners prefer to use all of them; Extraverts prefer the compensation and social strategies; Judging students do not prefer compensation strategies while Intuitive ones do not prefer memory, cognitive and affective strategies. What is more, the Feeling students seldom use all the six categories of learning strategies.
Based on the findings and results, the study also provides some suggestions and implications for the future English teaching which aims at the low achievement students and their English learning. This case study also supplies some valuable statistics and suggestions for further study, even though there are still some limitations, such as the limited sample and the shallow analysis of the collected data.
引文
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Carson, Joan G & Ann Longhini. 2002. Focusing on learning styles and strategies: a diary study in an immersion setting. Language Learning, 52(2): 401-438.
Carrell, P. L. & Monroe L. B. 1993. Learning styles and composition. Modern Language Journal, 77(2): 148-62.
Chamot, A. U. 1987. The language strategies of ESL students. In: A. L. Wenden and J. Rubin (Eds.), Learner Strategies in Language Learning. UK: Prentice Hall International Ltd.
Chamot, A. U., Bamhardt, S., El-Dinary, P. & Robbins, J. 1996. Methods for teaching learning strategies in the foreign language classroom. In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives, 175-188. Manoa: University of Hawaii Press.
Cohen, A. D. 1998. Strategies in Learning and Using a Second Language. Essex, U.K.: Longman.
Cohen, A. D. & Scott, K. 1996. A synthesis of approaches to assessing language learning strategies. In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives, 89-106. Manoa: University of Hawaii Press.
Cornett, C. 1983. What You Should Know about Teaching and Learning Styles. Bloomington, IN: Phi Delta Kappa.
Dreyer, C. 1992. Learner variables as predictors of ESF proficiency. Unpublished Doctoral Dissertation. South Africa: Potchefstroom University.
Donate, D. R. & MacCormick, D. 1994. A sociocultural perspective on language learning strategies: the role of mediation. Modern Language Journal, 78: 453-464.
Ellis, R. 1994. Study of Second Language Acquisition. Oxford: Oxford University.
Ellis, G & Sinclair, B. 1989. Learning to Learn English, CUP.
Ehrman, M. & Oxford, R. 1989. Effects of sex differences, career choice, and psychological type on adults' language learning strategies. Modern Language Journal, 73(1): 1-13.
Ehrman, M. & Oxford, R. 1990. Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74: 311-326.
Ehrman, M. & Oxford, R. 1995. Cognition plus: Correlations of language learning success The Modern Language Journal, 79: 67-89.
Ehrman, M. E. 1996. Understanding Second Language Learning Difficulties. Thousand Oak: SAGE Publications, Inc.
Eliot, A. R. 1995. Foreign language phonology: field independence, attitude, and the success of formal instruction in Spanish pronunciation. The Modern Language Journal, 79: 530-542.
Grellet, F. 1987. Developing Reading Skills. Cambridge: Cambridge University Press.
Green, J. M. 1991. Language learning strategies of Puerto Rico strategy university students. Paper Presented at the Annual Meeting of Puerto Rico Teachers of English to Speakers of other Languages, PR: San Juan.
Green, J. M. & Oxford, R. L. 1993. New analysis on expanded Puerto Rico strategy data. Unpublished Manuscript. Mayaguez and AL: University of Puerto Rico and University of Alabama.
Green, J. & Oxford, R. L. 1995. A close look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29: 261-297.
Griffiths, B. & Sheen, R. 1992. Disembeddied figures in the landscape: a reappraisal of L2 research on field dependence/independence. Applied Linguistics, 13:133-148.
Hsian & Oxford, R. L. 2002. Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86: 368-383.
Hu, W. & Grove, W. 1991. Encountering the Chinese Yarmouth. ME: Intercultural Press. Hudson-Ross, S. & Dong, Y. R. 1990. Literacy learning as a reflection of language and culture: Chinese elementary school education. Reading Teacher, 44: 110-123.
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