英語學(xué)習(xí)畢業(yè)論文

1、<p>　　湖 南 涉 外 經(jīng) 濟 學(xué) 院</p><p>　　本科畢業(yè)論文（設(shè)計）</p><p>　　二〇 一二 年 四 月 十五 日</p><p><b>　　湖南涉外經(jīng)濟學(xué)院</b></p><p>　　畢業(yè)論文（設(shè)計）任務(wù)書</p><p>　　學(xué)生姓名： 仇翠娥

2、 學(xué)號： 200801005704 專業(yè)班級： 英語本科0809班 </p><p>　　畢業(yè)論文（設(shè)計）題目： 網(wǎng)絡(luò)環(huán)境下中學(xué)英語學(xué)習(xí)策略研究 </p><p>　　題目類型： 理論研究

3、</p><p>　　畢業(yè)論文（設(shè)計）時間: 自 2011 年 9 月 15 日開始至 2012 年 4 月 15 日止</p><p>　　畢業(yè)論文（設(shè)計）內(nèi)容要求：</p><p>　　[1]題目類型：(1)理論研究(2)實驗研究(3)工程設(shè)計(4)工程技術(shù)研究(5)軟件開發(fā)</p><p><b>　　2.主要參考資料<

4、/b></p><p>　　3.畢業(yè)論文（設(shè)計）進度安排</p><p>　　指導(dǎo)教師（簽章）：____________ 日期：__________________</p><p>　　系(教研室)主任(簽章) ：____________ 日期：__________________</p><p&

5、gt;　　二級學(xué)院院長(簽章) ：____________ 日期：__________________</p><p>　　注：任務(wù)書由指導(dǎo)教師本人填寫，經(jīng)教研室主任（學(xué)術(shù)小組組長）審核后下發(fā)給學(xué)生。</p><p><b>　　湖南涉外經(jīng)濟學(xué)院</b></p><p>　　畢業(yè)論文（設(shè)計）指導(dǎo)教師評語</p>

6、<p><b>　　湖南涉外經(jīng)濟學(xué)院</b></p><p>　　畢業(yè)論文（設(shè)計）評閱教師評語</p><p><b>　　湖南涉外經(jīng)濟學(xué)院</b></p><p>　　畢業(yè)論文（設(shè)計）答辯記錄</p><p>　　日期： </p>&

7、lt;p>　　學(xué)生姓名： 仇翠娥 學(xué)號： 200801005704 專業(yè)班級： 英語本科0809班 </p><p>　　題目： 網(wǎng)絡(luò)環(huán)境下中學(xué)英語學(xué)習(xí)策略研究 </p><p><b>　　ABSTRACT</b></p><p>　　With the rapid developme

8、nt of the information and economy, English is becoming more and more important. However, most students in middle school have been influenced by educational system and learning environment, they can’t learn English well.

9、In web-based learning environment, appropriate learning strategy is vital to learn English well. The application of English learning strategies affects the cultivation and formation of language learning competence. There

10、fore, special emphasis on the resear</p><p>　　This paper first presents an overview, classification and importance of language learning strategies. After that, it summarizes some features of web-based learni

11、ng environment, such as teachers’ traits, students’ traits, cultural traits and learning environment and four factors which influence students’ English learning, include gender, personality, motivation and confidence. An

12、d according to Oxford’s classification of indirect learning strategies, it proposes three kinds of strategy training to</p><p>　　Key words: web-based environment; learning strategies; English learning; middl

13、e school students</p><p><b>　　摘 要</b></p><p>　　隨著信息和經(jīng)濟的飛速發(fā)展，英語在人們的生活中變得越來越重要。然而，受教育體制和學(xué)習(xí)環(huán)境等因素的影響，我國的中學(xué)生英語學(xué)習(xí)能力并不強。在網(wǎng)絡(luò)學(xué)習(xí)環(huán)境中，恰當(dāng)?shù)厥褂脤W(xué)習(xí)策略對學(xué)好英語至關(guān)重要。英語學(xué)習(xí)策略的使用影響著英語學(xué)習(xí)能力的培養(yǎng)和形成。因此，在網(wǎng)絡(luò)學(xué)習(xí)環(huán)境中，重視英

14、語學(xué)習(xí)策略的研究，對于提高中學(xué)生英語學(xué)習(xí)能力具有重大的意義。</p><p>　　本論文首先闡述了學(xué)習(xí)策略的定義、分類及學(xué)習(xí)策略的重要性，接著從教師、學(xué)生、文化以及學(xué)習(xí)環(huán)境這幾個方面分析了網(wǎng)絡(luò)學(xué)習(xí)環(huán)境的一些特點，從智力、個性、動機、自信心這幾個方面分析了影響中學(xué)生英語學(xué)習(xí)策略使用的因素。然后根據(jù)Oxford對間接學(xué)習(xí)策略的分類，本文提出了3種如何培訓(xùn)學(xué)生提高英語學(xué)習(xí)水平的學(xué)習(xí)策略訓(xùn)練，即元認(rèn)知策略訓(xùn)練、情感策略訓(xùn)

15、練、社交策略訓(xùn)練。最后，從四方面提出了有助于改善網(wǎng)絡(luò)學(xué)習(xí)的一些建議，包括學(xué)習(xí)者要樹立自主學(xué)習(xí)和使用學(xué)習(xí)策略的意識；教師的引導(dǎo)；通過軟件設(shè)計建立一個更富人性化的網(wǎng)絡(luò)學(xué)習(xí)環(huán)境；課程設(shè)置方面多注重學(xué)生自主學(xué)習(xí)等。 </p><p>　　關(guān)鍵詞：網(wǎng)絡(luò)環(huán)境；學(xué)習(xí)策略；英語學(xué)習(xí)；中學(xué)生</p><p><b>　　Contents</b></p><p>

16、　　AbstractI</p><p><b>　　摘要II</b></p><p>　　Introduction1</p><p>　　Chapter 1 An Overview of Language Learning Strategies2</p><p>　　1.1 Definition of Langu

17、age Learning Strategies2</p><p>　　1.2 Classification of Language Learning Strategies3</p><p>　　1.3 Importance of Language Learning Strategies5</p><p>　　Chapter 2 Web-ba

18、sed English Learning Strategy of Middle School Students6</p><p>　　2.1 Main Features of Web-based English Learning6</p><p>　　2.1.1 Teachers Traits6</p><p>　　2.1.2 Students Traits

19、7</p><p>　　2.1.3 Culture Traits8</p><p>　　2.1.4 Learning Environment8</p><p>　　2.2 Relevant Factors that Influencing Learners’ Strategy Usage9</p><p>　　2.2.1 Gender

20、9</p><p>　　2.2.2 Personality10</p><p>　　2.2.3 Motivation10</p><p>　　2.2.4 Confidence10</p><p>　　2.3 Strategy Training in Web-based Learning Environment11 </p>

21、<p>　　2.3.1 Meta-cognitive Strategy Training 11</p><p>　　2.3.2 Affective Strategy Training12</p><p>　　2.3.3 Social Strategy Training13 </p><p>

22、;　　Chapter 3 Suggestions of Improving Web-based Learning15</p><p>　　3.1 Raising Learners’ Awareness of Autonomy and Strategy Use15</p><p>　　3.2 Guiding by Teachers 16 </p><p>　　3

23、.2.1 Selecting Suitable Online Learning Material from the Internet16</p><p>　　3.2.2 Giving Students Relevant Instruction16</p><p>　　3.2.3 Organizing Students to Communicate on the Internet16&

24、lt;/p><p>　　3.2.4 Evaluating Students’ Learning Feedback Logs17</p><p>　　3.3 Building a More Humanizing Learning Environment by Courseware Designers17</p><p>　　3.4 Promoting Autonomy

25、 through Curriculum Design18</p><p>　　Conclusion20</p><p>　　Bibliography21</p><p>　　Acknowledgements23</p><p>　　Appendix A: Informative Chinese Abstract24</p>

26、;<p>　　Introduction</p><p>　　With the rapid development of the information and economy, English is becoming more and more important. Oxford (1990:1) indicates that language learning strategies are “es

27、pecially important because they are tools for active, self-directed involvement, which is essential for developing English learning competence”. Also, some researchers specify that language learning strategies contribute

28、 to the development of the English learning competence of students. Meanwhile, many problems of using learnin</p><p>　　In general, the situation in English language teaching is changing and students are give

29、n more opportunities to learn English, but the result is not satisfactory for various complicated reasons. The basic one is the lack of effective learning methods and strategies in English learning. So, as teachers they

30、have a responsibility to train the students to be able to learn English in the real world outside the classroom and the testing room. And teaching students how to learn and training them in le</p><p>　　This

31、paper falls into three chapters. Specifically speaking, besides the introduction and conclusion, it is organized as follows:</p><p>　　Chapter one is the general overview of language learning strategies, incl

32、uding the definition, classification on language learning strategies and importance of language learning strategies.</p><p>　　Chapter two summarizes some features of web-based learning environment and four f

33、actors which influence students’ English learning and proposes some indirect English learning strategy training to improve middle school students’ English. </p><p>　　Chapter three puts forward four correspon

34、ding suggestions to improve web-based learning.</p><p>　　Chapter 1 An Overview of Language Learning Strategies</p><p>　　Language Learning Strategy is considered as one of the most influential fa

35、ctors in the field of second language learning. The importance of language learning strategies is a topic in the acquisition of English as a second or foreign language that commands that attention of researches world-wil

36、d (Green & Oxford, 1995: 13). This chapter summarizes a number of definitions of language learning strategies and classification of language learning strategies. Then it discusses the importance of language</p>

37、<p>　　1. 1 Definition of Language Learning Strategies</p><p>　　Language learning strategies refer to all kinds of strategies employed by language learners for effective learning. However, as a matter

38、of fact, up to now there still remain many unresolved issues concerning language learning strategies because researchers studied the strategies from different perspectives. Different definitions of learning strategies，na

39、rrow or broad in scope，can be found in the literature. For instance, the following definitions of learning strategies demonstrate a number of d</p><p>　　Tarone (1981: 17): Learning strategies are attempts to

40、 develop linguistic and sociolinguistic competence in the target language.</p><p>　　Stern (1983: 5): In our view strategy is best reserved for general tendencies or overall characteristics of the approach em

41、ployed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.</p><p>　　Chamot (198 7: 4): Learning strategies are techniques, approaches or deli

42、berate actions that students take in order to facilitate the learning, recall of both linguistic and content area information.</p><p>　　Rubin (1987: 15): Learning strategies are strategies which contribute t

43、o the development of the language system which the learner constructs and affect learning directly.</p><p>　　Oxford (1989: 18): Language learning strategies are behaviors or actions which learners use to mak

44、e language learning more successful, self-directed and enjoyable.</p><p>　　Wen Qiufang (1996: 21): Learning strategies are the measures taken to enhance learning. The aim of strategy use is to improve learni

45、ng efficiency.</p><p>　　Cohen (1998: 129): Second language learning strategies encompass both second language learning and second language use strategies. Taken together, they constitute the steps or actions

46、 consciously selected by learners either to improve the learning of a second language, the use of it, or both.</p><p>　　In these definitions，a number of terms such as“strategy”，“techniques” and“l(fā)earning beha

47、viors” are used. It is obvious that these definitions reflect that people’s recognition of strategies goes from a behavioral level to a more cognitive level.</p><p>　　1.2 Classification of Language Learning

48、Strategies</p><p>　　Just as there is debate on defining language learning strategies, no consensus has been reached on categorizing those strategies either. As language learning strategy studies develop and

49、researchers identify more and more strategies, the classification schemes become more detailed and complicated which in itself is not frustration because it helps us to have a better understanding of the nature of langua

50、ge learning strategies. At present, the most popular classifications in the field of applied </p><p>　　(1) O’Malley and Chamot’s three-part-approach</p><p>　　O’Malley and Chamot (1987: 17-22) cl

51、assify learning strategies into three major types: cognitive strategies, meta-cognitive strategies and social/affective strategies.</p><p>　　Cognitive strategies: They operate directly on incoming informatio

52、n，manipulating it in ways that enhance learning. They involve interacting with the material to be learned，manipulating the material mentally and physically，or applying a specific technique to a learning task.</p>

53、<p>　　Meta-cognitive strategies: They are higher order executive skills that make use of knowledge about cognitive processes and constitute an attempt to regulate language learning by means of planning, monitoring a

54、nd evaluating. </p><p>　　Social/Affective strategies: They concern the ways in which learners interact with other learners and native speakers.</p><p>　　(2) Oxford’s two-part-approach</p>

55、<p>　　Oxford (1990:9-11) considers the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main types, dir

56、ect and indirect, which are further subdivided into 6 groups.</p><p>　　Direct strategies: They require mental processing of the language，including Memory strategies (to memorize words and expressions ad pron

57、unciation as well.); Cognitive strategies (to enable learners to manipulate materials in direct ways, e.g. through reasoning, analysis, note-taking and so on.); Compensation strategies (to guess from the context, circuml

58、ocution, gestures and pause words to make up for missing knowledge.);</p><p>　　Indirect strategies: They support and manage language learning without directly involving the target language，including Meta-cog

59、nitive strategies (to identify one’s needs and preferences, planning, monitoring mistakes, and evaluate task success. In a word, to manage the whole learning process); Affective strategies (to identify one’s mood and anx

60、iety level, talk about feeling, help learners to manage their emotions and motivation level); Social strategies ( to ask questions, ask for clarificatio</p><p>　　In Oxford’s system, meta-cognitive strategies

61、 help learners to regulate their learning. Affective strategies are concerned with the learner’s emotional requirements such as confidence, while social strategies lead to increased interaction with the target language.

62、Cognitive strategies are the mental strategies learners use to make sense of their learning, memory strategies are those used for storage of information, and compensation strategies help learners to overcome knowledge ga

63、ps to continue </p><p>　　(3) Cohen’s two-part-approach</p><p>　　Cohen (2000:13) divided the learning strategies into language learning strategies and language using strategies based on the presu

64、mption that language learning was a combination of receptive and productive process. The former refers to the strategies while learning a language，the later refers to those while using a language. Language leaning strate

65、gies include identifying the material for learning，distinguishing it from other material，grouping it for easier learning，repeatedly engaging oneself i</p><p>　　(4) Wen Qiufang’s two-part-approach</p>

66、<p>　　Wen Qiufang is the first scholar who conducts learning strategies research in China. Wen (2003: 16) draws a complete system for language learning strategies. In this system, language learning strategies are di

67、vided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategie

68、s one uses. The latter is subdivided into two groups: management skills</p><p>　　It is clear that their attempts to classify language learning strategies reflect more or less the same categories of language

69、learning strategies without any radical changes. Comparatively speaking, Oxford’s classification is more comprehensive and detailed. His strategy system is a new system of language learning strategies. It is more systema

70、tic in linking individual strategies, as well as strategy groups. And it uses less technical terminology.</p><p>　　1.3 Importance of Language Learning Strategies</p><p>　　The Curriculum Standard

71、 in many foreign middle schools asks for students’ ability in learning strategies. The Curriculum Standard in our country also puts emphasis on “process and skill” and “knowledge and ability”.</p><p>　　Learn

72、ing to use strategies can help learners effectively master the knowledge learnt in the classroom activities, form available skills and develop noble personal characters. Therefore, learners can feel it easier to study th

73、an before. With learning pressure reduced, learning becomes a process of positive, initiative, highly effective activities.</p><p>　　Learning to use learning strategies is also good for students to raise the

74、 ability of innovation. The ability of innovation refers to the ability for students to be tolerant and be ready to accept different ideas and thoughts. Learning strategies ask students to change their old inefficient wa

75、ys of learning and form new effective learning skills.</p><p>　　Learning to use strategies is beneficial for students to adapt to the ever-changing society. As we mentioned in 1.1, in order to keep up with t

76、he highly developed science and technology, one must know how to study after school. Fostering students in learning strategies can make them a good life-long learner.</p><p>　　Chapter 2 Web-based English Lea

77、rning Strategy of Middle School Students </p><p>　　Web-based English learning is different from conventional English learning because of the application of new technologies. All the c

78、onditions and situations that web learners rely on in the learning process can be called web-based learning environment in a general sense. It contains not only material conditions sustaining learning procedure but non-m

79、aterial conditions including learning mentality, learning atmosphere, interpersonal relationship and learning strategies. In a narrow sense, web-bas</p><p>　　2.1 Main Features of Web-based English Learning&l

80、t;/p><p>　　We are now faced with such an era when middle schools are equipped with language media centers，“where learners can use multi-media CD-ROMs and laser discs, access foreign language documents on the Wo

81、rld Wide Web，and communicate with their teachers, fellow classmates，and native speakers by electronic mail.”(Warschauer, 2000:1). It features the present situation of English learning assisted by computer. This part will

82、 discuss some features of web-based English learning.</p><p>　　2.1.1 Teachers Traits</p><p>　　Teachers are regarded as authorities，knowledge-givers and error correctors in traditional classes. O

83、bviously, the role of teachers needs to change in web-based English learning. Teachers need to become aware of the student’s central role in class. However, for a long time, language educators have clung to transmission

84、model, which sees the function of educational systems as the passing on of a received body of facts, values and procedures (Nunan, 2001: 59). Their roles change dramatically in web</p><p>　　The key features

85、of technical support are:</p><p>　　·helping learners to plan and carry out their independent language learning by means of needs analysis ( both learning and language needs ), objective setting ( both s

86、hort and long term), work planning, selecting materials, and organizing interactions;</p><p>　　·helping learners to evaluate themselves ( assessing initial proficiency, monitoring progress, and peer-and

87、 self-assessment);</p><p>　　·helping learners to acquire the skills and knowledge needed to implement the above (by raising their awareness of language and learning, by providing learner training to hel

88、p them to identify learning styles and appropriate learning strategies).</p><p>　　The key features of psycho-social support are:</p><p>　　·the personal qualities of the facilitator ( being

89、caring, supportive, patient, tolerant, empathic, open, non-judgmental);</p><p>　　·a capacity for motivating learners(encouraging commitment, dispersing uncertainty, helping learners to overcome obstacl

90、es, being prepared to enter into a dialogue with learners, avoiding manipulating，objectifying or interfering with, in other words controlling them);</p><p>　　·an ability to raise learners’ awareness(to‘

91、decondition’ them from preconceptions about learner and teacher roles，to help them perceive the utility of, or necessity for, autonomous learning).</p><p>　　So, in order to foster autonomy among learners, t

92、eachers should believe in the learners capacity to assert their own autonomy and be prepared to live through the consequences for their own practice. In order to create spaces for learners to exercise their autonomy, tea

93、chers should recognize and assert their own.</p><p>　　2.1.2 Students Traits</p><p>　　Many students get used to passiveness to the teacher instead of deep thinking. But in web-based English learn

94、ing, students need to become more aware of their central role in the decision-making progress. They should set goals for themselves by getting resources on the internet under the teacher-direction. Self-management is nec

95、essary for them during the learning. They have to learn about the importance of reflection on their learning and how it can help them to redefine their goals to make learn</p><p>　　2.1.3 Cultural Traits</

96、p><p>　　Culture is important for language learning and education because these take place within a culture (or cultures)，which influences their form (Coleman, 1996: 198). Culture traits are a large challenge fo

97、r students and students in web-based English learning. Students’ learning styles are largely conditioned by values of collectivism, conformity and respect for authority inculcated through experiences at school and in the

98、 family in Chinese culture. So, there are two points of fact: A teacher is reg</p><p>　　2.1.4 Learning Environment</p><p>　　The environments in which English learning can take place fall into tw

99、o categories, these are controlled and uncontrolled environments (Gardner & Miller, 2002: 201). Obviously, for students, classrooms and libraries are controlled. These are places in which self-access materials and ac

100、tivities can be made available in an organized way. These environments may also provide counseling services and may encourage students to keep records, submit to assessments and participate in evaluations. The othe</p

101、><p>　　Before learners can be mindfully engaged and willing to communicate and share ideas, they must experience an optimal level of anxiety in the language learning environment; this means that feelings of wor