二级学院学生语言学习观念和学习风格调查
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摘要
随着外语教学的重点向关注学生的个体差异转移,学习观念和学习风格越来越受到研究者的重视。国外的研究者在这两方面展开了许多研究,在此基础上,国内的研究者也展开了一系列的研究,极大地促进了中国的英语教学。现在一种新的办学模式----二级学院迅速发展,然而,中国几乎所有的研究都是针对一般的公立大学的学生的,很少有人对二级学院学生的英语学习特点展开调查。而且对语言学习观念和学习风格之间的关系进行的实证研究也不多见。因此本次研究调查了二级学院学生的学习观念及学习风格以及二者的关系。
这次研究主要采取定量研究的方式,对华中科技大学文华学院大二非英语专业的300名学生进行了问卷调查,问卷分别采用的是Horwitz的语言学习观念调查量表和Reid的感知学习风格问卷,问卷收集后用SPSS进行了分析,主要结果如下:
1.学生的动机观念很强,语言学能和自主学习的观念却很弱。男女学生在学习和交际策略及动机观念上有显著差异,文理科学生在语言学习性质和学习和交际策略上也存在显著的不同。
2.学生有着多种学习风格,他们最喜欢体验型学习风格而最不喜欢的是集体型学习风格。男生与女生及文科与理科学生有着相似的学习风格
3.学习观念和学习风格之间有一定的关系,但是关系不是很强。在这些研究的基础上,本文对英语教师及教学提出了一些建议:教师要了解学生的学习观念和学习风格并且让学生也了解他们自己在这些方面的特点;教师也要把观念和风格联系起来进行考虑,这样他们就能对学生的观念和风格有更好的了解。另外,教师还要进行学习观念和风格训练。
本研究旨在了解二级学院学生在英语学习特别是学习观念和风格方面的特点,从而为二级学院的英语教学提供一定的参考。
As the focus of English teaching has been shifted to the learners’individual differences, learning style and learning beliefs attract more and more researchers' attention. In the western countries, a number of studies have been carried out on the two aspects. In China, researchers have used the relevant theories and findings from the west for their studies, which is of great help for promoting English learning and teaching in China. However, almost all the researches in China are concerned with public university students. Researchers seldom conduct researches on the students in affiliated colleges, which are developing quickly in China. What’s more, few researches have been carried out on the relationship between learning beliefs and learning styles. Therefore, in the thesis, the two aspects are on focused: English learning styles and learning beliefs of the students in affiliated colleges and the relationship between the two.
This study is mainly a quantitative study in which the instruments are two questionnaires on language learning beliefs by Horwitz and learning styles by Reid, which were administered to 300 second-year non-English majors from Wenhua College of Huazhong University of Science and Technology. The results are analyzed with the software SPSS. Based on the analyzed results of questionnaires, the main findings are as follows:
Firstly, the students hold strong beliefs in motivation, but weak beliefs in language aptitude and autonomous learning. Males and females hold different views on learning and communication strategies and motivation. Art and science students hold different views on the nature of language learning and learning and communication and strategy.
Secondly, the students have multi-dimensional learning styles. They prefer kinesthetic styles most and group-oriented styles least. Males and females have similar learning styles and the learning styles of the art students and science students are similar, too.
Thirdly, there is some relationship between English learning styles and learning beliefs of the students in affiliated colleges, but the relationship is not very close.
On the basis of the findings, recommendations for English teachers are given: teachers should get to know learners’learning beliefs and styles and arouse their awareness of their learning beliefs and styles; teachers should link learning beliefs and styles so that they can get a better understanding of the learners’beliefs and styles; it would be also beneficial for the teachers to carry out English learning belief training and style training programs.
这次研究主要采取定量研究的方式,对华中科技大学文华学院大二非英语专业的300名学生进行了问卷调查,问卷分别采用的是Horwitz的语言学习观念调查量表和Reid的感知学习风格问卷,问卷收集后用SPSS进行了分析,主要结果如下:
1.学生的动机观念很强,语言学能和自主学习的观念却很弱。男女学生在学习和交际策略及动机观念上有显著差异,文理科学生在语言学习性质和学习和交际策略上也存在显著的不同。
2.学生有着多种学习风格,他们最喜欢体验型学习风格而最不喜欢的是集体型学习风格。男生与女生及文科与理科学生有着相似的学习风格
3.学习观念和学习风格之间有一定的关系,但是关系不是很强。在这些研究的基础上,本文对英语教师及教学提出了一些建议:教师要了解学生的学习观念和学习风格并且让学生也了解他们自己在这些方面的特点;教师也要把观念和风格联系起来进行考虑,这样他们就能对学生的观念和风格有更好的了解。另外,教师还要进行学习观念和风格训练。
本研究旨在了解二级学院学生在英语学习特别是学习观念和风格方面的特点,从而为二级学院的英语教学提供一定的参考。
As the focus of English teaching has been shifted to the learners’individual differences, learning style and learning beliefs attract more and more researchers' attention. In the western countries, a number of studies have been carried out on the two aspects. In China, researchers have used the relevant theories and findings from the west for their studies, which is of great help for promoting English learning and teaching in China. However, almost all the researches in China are concerned with public university students. Researchers seldom conduct researches on the students in affiliated colleges, which are developing quickly in China. What’s more, few researches have been carried out on the relationship between learning beliefs and learning styles. Therefore, in the thesis, the two aspects are on focused: English learning styles and learning beliefs of the students in affiliated colleges and the relationship between the two.
This study is mainly a quantitative study in which the instruments are two questionnaires on language learning beliefs by Horwitz and learning styles by Reid, which were administered to 300 second-year non-English majors from Wenhua College of Huazhong University of Science and Technology. The results are analyzed with the software SPSS. Based on the analyzed results of questionnaires, the main findings are as follows:
Firstly, the students hold strong beliefs in motivation, but weak beliefs in language aptitude and autonomous learning. Males and females hold different views on learning and communication strategies and motivation. Art and science students hold different views on the nature of language learning and learning and communication and strategy.
Secondly, the students have multi-dimensional learning styles. They prefer kinesthetic styles most and group-oriented styles least. Males and females have similar learning styles and the learning styles of the art students and science students are similar, too.
Thirdly, there is some relationship between English learning styles and learning beliefs of the students in affiliated colleges, but the relationship is not very close.
On the basis of the findings, recommendations for English teachers are given: teachers should get to know learners’learning beliefs and styles and arouse their awareness of their learning beliefs and styles; teachers should link learning beliefs and styles so that they can get a better understanding of the learners’beliefs and styles; it would be also beneficial for the teachers to carry out English learning belief training and style training programs.
引文
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