高中生英语学习策略与学习动机对英语学习的影响研究
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摘要
本研究运用美国著名应用语言学家Rebecca Oxford的语言学习策略量表(Strategy Inventory for Language Learning, SILL)和自编英语学习动机量表,选取经济、文化、教育发展不同的广东、山东、贵州三省高一、高二、高三复读生为被试进行问卷调查,测量并研究分析了高中生总体及年级间、性别间、文理科间、不同地区间、城乡间、不同民族间英语学习策略的使用特点和英语学习动机情况,以及英语学习策略的运用和英语学习动机的不同水平与英语成绩之间的关系。结果表明:
1.高中生总体使用策略的程度一般,属于不太经常使用。较擅长使用认知策略、元认知策略和记忆策略;不擅长使用情感策略、社交策略和补偿策略。高中生总体英语学习动机水平一般,外部学习动机高于内部学习动机。
2.高中生英语学习策略的使用存在年级间的差异;英语学习动机水平年级间没有显著差异。
3.高中生英语学习策略的使用和英语学习动机水平存在性别间的差异。女生英语学习策略的使用和动机水平都高于男生。
4.高中生英语学习策略的使用存在文理科间的差异;英语学习动机水平文理科间没有显著差异。文科生对英语学习策略的使用高于理科生。
5.高中生英语学习策略的使用存在地区间的差异;英语学习动机水平不存在地区间的差异。
6.高中生英语学习策略的使用和英语学习动机水平不存在城乡间和民族间的差异。
7.高中生英语学习策略的使用和英语学习动机水平与英语成绩之间存在显著相关。
根据研究结果,研究者从有效英语学习策略的运用和英语学习动机的培养、激发等心理学角度,对中学英语教学和学习提供一定建议和指导。
This dissertation has used the Strategy Inventory for Language Learning(SILL) composed by American famous applied linguist Rebecca Oxford and the Motivation Inventory for English Learning. The characters of the English learning strategies and the status of the English learning motivation of the total subjects have been examined and analyzed.The subjects are chosen from Guangdong, Shandong and Guizhou provinces, where the economy, culture and education have developed differently. The characters of the English learning strategies and the status of the English learning motivation have also been examined and analyzed between grades, gender, arts and science, different regions, city and country, different nationalities.The relationship between English learning strategies & English learning motivation and English achievement has been analyzed. The results show that:
1.Senior-high-school students use English learning strategies occasionaly. They are good at employing cognitive,metacognitive and memory strategies,and rarely use affective,social and compensation strategies. The level of external motivation is higher than internal motivation.
2.There is significant difference between the employment of English learning strategies and grades, but there is not between the levels of English learning motivation and grades.
3.There is significant difference between English learning strategies & English learning motivation and gender.Girl students use strategies more frequently than boy students and their learning motivation is stronger than boy students.
4.There is significant difference between English learning strategies and students of arts or science, but there is not between English learning motivation and those of arts or science. Art students employ English learning strategies more frequently than science students.
5.There is significant difference between English learning strategies and students from different regions, but there is not between English learning motivation and those from different regions.
6.There is no significant difference between English learning strategies & English learning motivation and students from cities or the country & different nationalities.
7.There exists a significant correlation between English learning strategies & English learning motivation and English achievement.
1.高中生总体使用策略的程度一般,属于不太经常使用。较擅长使用认知策略、元认知策略和记忆策略;不擅长使用情感策略、社交策略和补偿策略。高中生总体英语学习动机水平一般,外部学习动机高于内部学习动机。
2.高中生英语学习策略的使用存在年级间的差异;英语学习动机水平年级间没有显著差异。
3.高中生英语学习策略的使用和英语学习动机水平存在性别间的差异。女生英语学习策略的使用和动机水平都高于男生。
4.高中生英语学习策略的使用存在文理科间的差异;英语学习动机水平文理科间没有显著差异。文科生对英语学习策略的使用高于理科生。
5.高中生英语学习策略的使用存在地区间的差异;英语学习动机水平不存在地区间的差异。
6.高中生英语学习策略的使用和英语学习动机水平不存在城乡间和民族间的差异。
7.高中生英语学习策略的使用和英语学习动机水平与英语成绩之间存在显著相关。
根据研究结果,研究者从有效英语学习策略的运用和英语学习动机的培养、激发等心理学角度,对中学英语教学和学习提供一定建议和指导。
This dissertation has used the Strategy Inventory for Language Learning(SILL) composed by American famous applied linguist Rebecca Oxford and the Motivation Inventory for English Learning. The characters of the English learning strategies and the status of the English learning motivation of the total subjects have been examined and analyzed.The subjects are chosen from Guangdong, Shandong and Guizhou provinces, where the economy, culture and education have developed differently. The characters of the English learning strategies and the status of the English learning motivation have also been examined and analyzed between grades, gender, arts and science, different regions, city and country, different nationalities.The relationship between English learning strategies & English learning motivation and English achievement has been analyzed. The results show that:
1.Senior-high-school students use English learning strategies occasionaly. They are good at employing cognitive,metacognitive and memory strategies,and rarely use affective,social and compensation strategies. The level of external motivation is higher than internal motivation.
2.There is significant difference between the employment of English learning strategies and grades, but there is not between the levels of English learning motivation and grades.
3.There is significant difference between English learning strategies & English learning motivation and gender.Girl students use strategies more frequently than boy students and their learning motivation is stronger than boy students.
4.There is significant difference between English learning strategies and students of arts or science, but there is not between English learning motivation and those of arts or science. Art students employ English learning strategies more frequently than science students.
5.There is significant difference between English learning strategies and students from different regions, but there is not between English learning motivation and those from different regions.
6.There is no significant difference between English learning strategies & English learning motivation and students from cities or the country & different nationalities.
7.There exists a significant correlation between English learning strategies & English learning motivation and English achievement.
引文
①史耀芳. 浅论学习策略[J]. 心理发展与教育, 1991,(3).
②黄旭. 学习策略的性质、结构与特点[J]. 华东师范大学学报(教科版), 1990(4).
③黄旭. 学习策略的教育问题[J]. 教育研究, 1992(7).
④魏声汉. 学习策略初探[J]. 教育研究, 1992(7).
⑤胡斌武. 学习策略的结构探析[J]. 西南师范大学学报(哲社版), 1995(3).
⑥刘电芝,黄希庭. 学习策略研究概述[J]. 教育研究, 2002 (2): 78-82.
⑦刘儒德. 论学习策略的实质[J]. 心理科学, 1997(2).
⑧邵瑞珍.《教育心理学》(修订本) [M]. 上海教育出版社, 1997: 80.
①McDonough, S.H. Learner Strategies[J], Language Teaching, 1999:32-45.
②Rubin, J.What the “good language learner” can teach us[J]. TESOL Quarterly, 1975(9): 41-51.
①Naiman et al. The Good Language Learner[J]. TESL Talk, 1975, 6(1): 58-75.
②Hosenfeld, C. Learning about leaming: discovering our students' strategies[J]. Foreign Language Annals, 1976, 9(2): 117-129.
③J.Michael O' Malley, Anna Uhl Chamot.Learning Strategies In School LanguageAcquisition[M]. 上海外语教育出版社, 2001年10月第一版.
④Oxford, R. Language Learning Strategies: What Every Teacher Should Know[M]. New York: Newbury House, 1990a.
①Andre D.Cohen. Strategies In Learning And Using A Second Language[M]. 外语教学与研究 版社, 2000 年 8 月第 1 版.
①吴增生. 值得重视的学习者策略研究[J]. 现代外语, 1994, 3.
②庄智象,束定芳. 外语学习策略研究与教学[J]. 现代外语, 1994, 3.
③文秋芳. 外语学习成功者与不成功者在方法上的差异[J]. 外语教学与研究, 1995, 3.
①王初明. 优差生听力策略的分析[J]. 现代外语, 1997, 1.
①徐爽. 美国 Oxford 英语语言学习策略量表(SILL)在贵州省大学生中的应用研究[D]. 2006:43-45.
②陈影叶. 高中生英语学习动机的调查和激励[EB/OL]. http://www.515171.cn/article1/ShowArticle.asp?ArticleID=18903&Page=3
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 23. 转引自杨红茹. 不同年级学生语言学习观念与英语学习策略的发展研究[D]. 2006: 12.
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42.
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42.
①李苏和. 蒙汉中学生英语学习策略研究[D]. 2003: 36.
②姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42. 转引自杨红茹. 不同年级学生语言学习观念与英语学习策略的发展研究[D]. 2006: 12.
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 39. 刘宏刚,陈平平. 高中生英语学习动机研究[J]. 2007 年 12 月, 第 9 卷, 第 6 期: 23-24.
① 刘宏刚,陈平平. 高中生英语学习动机研究[J]. 2007 年 12 月, 第 9 卷, 第 6 期: 23. 姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42.
[1]陈琦,刘儒德.当代教育心理学[M].北京师范大学出版社,1997:124,120.
[2]陈维翰.现代教育心理统计[M].贵州人民出版社,2003:227-237, 87-943, 163-180,195-217.
[3]戴海崎,张锋,陈雪枫.心理与教育测量[M].暨南大学出版社,1999,12:69-105.
[4]杜永明,冀国锋.大学生学习动机与学习成绩关系的对比实验研究[J].机械 工业高教研究,2000(1):67-71.
[5]李炯英.中国学生二语学习策略的观念与运用——一项实证研究[J].外语教学,2002(1).
[6]李苏和.蒙汉中学生英语学习策略研究[D].2003:11,5.
[7]李亚云.高三学生学习策略、自我效能感、成就动机与高考成绩关系的研究[D].2005:1.
[8]林崇德.发展心理学[M].人民教育出版社,1995:392.
[9]路海东,刘晓明,郭占基.小学生学业自我效能感的培养与提高实验研究报 告[J].现代中小学教育,1998(2):31-35.
[10]莫雷.教育心理学[M].广东高等教育出版社,2002,12:403,215-216,216-217, 218,410,404,408-409,404-405.
[11]文秋芳.英语学习者动机、观念、策略的变化规律与特点[J].外语教学与 研究(外国语文双月刊),2001,33(2):105-110.
[12]吴增强.学习心理辅导[M].上海教育出版社,2000:113.
[13]徐爽.美国 Oxford 英语语言学习策略量表(SILL)在贵州省大学生中的应用研究[D].2006:9.
[14]燕国材.学习心理学—IN 结合论取向的研究[M].警官教育出版社,1998,8 241,241-242.
[15]张亚玲,郭德俊.学习策略教学对学习动机的影响研究[J].心理科学, 2001(3):352-353.
[16]周美慈.澳门初中学生英语学习动机与学习策略之研究[D].2004:9.
[17]Carol Griffiths. Patterns of language learning strategy use[J].System, 2003(31): 367-383.
[18]Fisher L, Evans M. The school exchange visit: effects on attitudes and proficiencyin language learning[Z]. Language Learning Journal,2000(22): 11-16, 转引自[20].
[19]Gardner R C, Tremblay P F,Masgoret A M. Towards a full model of second language learning: an empirical investigation[Z]. Modern Language Journal, 1997, 81(3): 34-62, 转引自[20].
[20]Macaro. Britain: Learning and teaching a foreign language[M]. 2003: Chapter 5.
[21]Maubach A M,Morgan C. The relationship between gender and learning styles amongst A level modern languages students[Z]. Language Learning Journal, 2001(23): 41-47, 转引自[20].
[22]Nae-Dong Yang. The relationship between EFL learners' beliefs and learning strategy use[J]. System, 1999(27): 515-535.
[23]Nunan D. Strategy training in the language classroom: an empirical investigation[Z]. RELC Journal, 1997, 28(2): 56-81, 转引自[20].
[24]Olivarez Jr., Arturo, Tallent-Runnels, Mary K. Psychometric Properties of the Learning and Study Strategies Inventory-High School Version[J]. Journal of Experimental Education, 0022-0973, March1,1994.
[25]Patricia Ashton.Motivation training and personal control:a comparison of three intervention strategies.Education[J]., summer86(1986), 106(4): 455-462.
[27]Powell R C, Batters J D. Pupils' perceptions of foreign language learning at 12+: some gender differences[Z]. Educational Studies, 1987, 11(1): 11-23, 转引自
[20].
[27]Rod Ellis. The Study of Second Language Acquisition, 上海外语教育出版社: 535-536, 537, 539.
[28]Sandra L Shedivy. Factors that lead some students to continue the study of foreign language past the usual 2 years in high school[J]. System, 2004(32): 103-119.
②黄旭. 学习策略的性质、结构与特点[J]. 华东师范大学学报(教科版), 1990(4).
③黄旭. 学习策略的教育问题[J]. 教育研究, 1992(7).
④魏声汉. 学习策略初探[J]. 教育研究, 1992(7).
⑤胡斌武. 学习策略的结构探析[J]. 西南师范大学学报(哲社版), 1995(3).
⑥刘电芝,黄希庭. 学习策略研究概述[J]. 教育研究, 2002 (2): 78-82.
⑦刘儒德. 论学习策略的实质[J]. 心理科学, 1997(2).
⑧邵瑞珍.《教育心理学》(修订本) [M]. 上海教育出版社, 1997: 80.
①McDonough, S.H. Learner Strategies[J], Language Teaching, 1999:32-45.
②Rubin, J.What the “good language learner” can teach us[J]. TESOL Quarterly, 1975(9): 41-51.
①Naiman et al. The Good Language Learner[J]. TESL Talk, 1975, 6(1): 58-75.
②Hosenfeld, C. Learning about leaming: discovering our students' strategies[J]. Foreign Language Annals, 1976, 9(2): 117-129.
③J.Michael O' Malley, Anna Uhl Chamot.Learning Strategies In School LanguageAcquisition[M]. 上海外语教育出版社, 2001年10月第一版.
④Oxford, R. Language Learning Strategies: What Every Teacher Should Know[M]. New York: Newbury House, 1990a.
①Andre D.Cohen. Strategies In Learning And Using A Second Language[M]. 外语教学与研究 版社, 2000 年 8 月第 1 版.
①吴增生. 值得重视的学习者策略研究[J]. 现代外语, 1994, 3.
②庄智象,束定芳. 外语学习策略研究与教学[J]. 现代外语, 1994, 3.
③文秋芳. 外语学习成功者与不成功者在方法上的差异[J]. 外语教学与研究, 1995, 3.
①王初明. 优差生听力策略的分析[J]. 现代外语, 1997, 1.
①徐爽. 美国 Oxford 英语语言学习策略量表(SILL)在贵州省大学生中的应用研究[D]. 2006:43-45.
②陈影叶. 高中生英语学习动机的调查和激励[EB/OL]. http://www.515171.cn/article1/ShowArticle.asp?ArticleID=18903&Page=3
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 23. 转引自杨红茹. 不同年级学生语言学习观念与英语学习策略的发展研究[D]. 2006: 12.
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42.
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42.
①李苏和. 蒙汉中学生英语学习策略研究[D]. 2003: 36.
②姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42. 转引自杨红茹. 不同年级学生语言学习观念与英语学习策略的发展研究[D]. 2006: 12.
①姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 39. 刘宏刚,陈平平. 高中生英语学习动机研究[J]. 2007 年 12 月, 第 9 卷, 第 6 期: 23-24.
① 刘宏刚,陈平平. 高中生英语学习动机研究[J]. 2007 年 12 月, 第 9 卷, 第 6 期: 23. 姬彦红. 高中生英语学习策略的发展和可控心理因素的研究[D]. 2003: 42.
[1]陈琦,刘儒德.当代教育心理学[M].北京师范大学出版社,1997:124,120.
[2]陈维翰.现代教育心理统计[M].贵州人民出版社,2003:227-237, 87-943, 163-180,195-217.
[3]戴海崎,张锋,陈雪枫.心理与教育测量[M].暨南大学出版社,1999,12:69-105.
[4]杜永明,冀国锋.大学生学习动机与学习成绩关系的对比实验研究[J].机械 工业高教研究,2000(1):67-71.
[5]李炯英.中国学生二语学习策略的观念与运用——一项实证研究[J].外语教学,2002(1).
[6]李苏和.蒙汉中学生英语学习策略研究[D].2003:11,5.
[7]李亚云.高三学生学习策略、自我效能感、成就动机与高考成绩关系的研究[D].2005:1.
[8]林崇德.发展心理学[M].人民教育出版社,1995:392.
[9]路海东,刘晓明,郭占基.小学生学业自我效能感的培养与提高实验研究报 告[J].现代中小学教育,1998(2):31-35.
[10]莫雷.教育心理学[M].广东高等教育出版社,2002,12:403,215-216,216-217, 218,410,404,408-409,404-405.
[11]文秋芳.英语学习者动机、观念、策略的变化规律与特点[J].外语教学与 研究(外国语文双月刊),2001,33(2):105-110.
[12]吴增强.学习心理辅导[M].上海教育出版社,2000:113.
[13]徐爽.美国 Oxford 英语语言学习策略量表(SILL)在贵州省大学生中的应用研究[D].2006:9.
[14]燕国材.学习心理学—IN 结合论取向的研究[M].警官教育出版社,1998,8 241,241-242.
[15]张亚玲,郭德俊.学习策略教学对学习动机的影响研究[J].心理科学, 2001(3):352-353.
[16]周美慈.澳门初中学生英语学习动机与学习策略之研究[D].2004:9.
[17]Carol Griffiths. Patterns of language learning strategy use[J].System, 2003(31): 367-383.
[18]Fisher L, Evans M. The school exchange visit: effects on attitudes and proficiencyin language learning[Z]. Language Learning Journal,2000(22): 11-16, 转引自[20].
[19]Gardner R C, Tremblay P F,Masgoret A M. Towards a full model of second language learning: an empirical investigation[Z]. Modern Language Journal, 1997, 81(3): 34-62, 转引自[20].
[20]Macaro. Britain: Learning and teaching a foreign language[M]. 2003: Chapter 5.
[21]Maubach A M,Morgan C. The relationship between gender and learning styles amongst A level modern languages students[Z]. Language Learning Journal, 2001(23): 41-47, 转引自[20].
[22]Nae-Dong Yang. The relationship between EFL learners' beliefs and learning strategy use[J]. System, 1999(27): 515-535.
[23]Nunan D. Strategy training in the language classroom: an empirical investigation[Z]. RELC Journal, 1997, 28(2): 56-81, 转引自[20].
[24]Olivarez Jr., Arturo, Tallent-Runnels, Mary K. Psychometric Properties of the Learning and Study Strategies Inventory-High School Version[J]. Journal of Experimental Education, 0022-0973, March1,1994.
[25]Patricia Ashton.Motivation training and personal control:a comparison of three intervention strategies.Education[J]., summer86(1986), 106(4): 455-462.
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