【网学提醒】：本文主要为网上学习者提供一项对楚雄州初中彝族学生英语学习策略的实证研究，希望对需要一项对楚雄州初中彝族学生英语学习策略的实证研究网友有所帮助，学习一下吧!
资料包括： 论文(92页26911字)
说明：摘要：本研究主要通过对初中彝族学生在英语学习过程中的学习策略应用情况的调查，分析他们善于使用哪些策略、缺少或不能充分利用哪些策略，并就英语学习策略和学习成绩之间的相关性进行分析和讨论。此外, 本研究还调查、分析了初中彝族学生的特殊的文化背景及学习英语的主要困难。
Oxford认为，学习策略指的是学习者在语言学习中所采取的能促使学习更成功、更有针对性的一些具体行为。Chamot 认为，学习策略是学习者在语言学习中所采用的能促进学习的技巧、方法及有意识的行为。Ellis 指出，策略的选用会影响学习的结果，而学习的结果又反过来影响策略的使用。Nunan 认为，学习策略的训练很重要，它不但影响学生的学习动机，还影响学生对学习策略的认识及使用。文秋芳指出，学习策略直接影响到学习的结果，不断地调整学习策略是成功的语言学习的关键因素。我国教育部在2001年颁布的《全日制义务教育普通高级中学英语课程标准（实验稿）》中也明确指出学习策略是学生综合语言运用能力的一个重要组成部分，是提高学习效率、发展自主学习能力的保证。
在前人的研究成果的基础上，本研究通过实地听课观察、问卷调查、访谈师生及对两次测试成绩的分析，对初中彝族学生在英语学习过程中的学习策略应用情况进行了研究，得出了以下结果：
1. 总的说来，初中彝族学生更善于使用元认知策略和社会/情感策略，但是他们不善于使用认知策略，大部分学生都不经常使用翻译策略。
2. 初中彝族学生的元认知策略和社会/情感策略的使用与他们的英语学习成绩密切相关。因此，能否经常地、有效地使用元认知策略和社会/情感策略是影响他们的英语学习成绩的因素之一。
3. 中、英文在语音、语法、词汇和文化背景方面的差异是初中彝族学生在英语学习中的主要障碍。此外，经济条件差也是他们学习中的一大困难。
4. 初中彝族学生普遍内向、羞怯，不大喜欢开口，并且对策略的应用不太灵活，缺乏创新，但他们刻苦、学习动机强。
上述研究结果表明：元认知策略和社会/情感策略在学习的过程中起着重要xiii
的作用，然而，只有当把它们与认知策略结合起来使用时才能取得最佳的效果，
英语语言本身的知识及学习策略方面的知识在教与学当中都是同等重要的。 因此，教师应当培养学生优化学习策略的意识并在平常的教学中重视英语学习策略方面的指导和训练，帮助学生获得良好的学习策略并养成良好的学习习惯。教师在平常的教学中要充分考虑到彝族学生特殊的文化背景及个体因素，尽量多组织师生互动活动，让他们有机会参与到活动中去。此外还应该对他们多加鼓励，以增强他们学习的自信心。
最后要说明的是，尽管学习策略有助于提高学习效率，但它毕竟不是万能的，它最终还是不能取代语言学习本身，因此，英语学习要取得成功，除了会应用有效的学习策略外，首先还是离不开自身的勤奋努力，教师在向学生说明学习策略的重要性及进行策略训练时要正确引导，以防学生形成“学习英语不必下苦工夫，可以走捷径”的心理。
关键词：初中；彝族学生；元认知策略；认知策略；社会/情感策略；翻译策略
Abstract ：This study is intended to investigate how the junior Yi students employ learning strategies in their English learning. The study involves an analysis of the present teaching of English in Middle schools of Chuxiong, an analysis of the Yi students’ cultural background and an investigation on the strategy application and learning difficulties of the junior Yi students in their English learning. A detailed analysis was conducted to illustrate what are the strategies that the Yi students fail to use or can’t use effectively. A discussion was also conducted to explore the relevance between their learning strategies and the learning results.
According to Oxford (1990), language learning strategies are behaviors or actions which the learners use to make language learning more successful, self-directed and enjoyable. Chamot (1987) claimed that learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning. Ellis (1994) believed that strategy choice can affect learning outcomes, which in turn can have an influence on strategy use. Nunan (1999: 63) suggested that strategy training does make a difference in several key areas. First, it had a significant effect on student motivation. It also had a significant effect on students’ knowledge of strategies, and their appreciation of the use of strategies in their language learning. Wen (1996) claimed that learning strategies have direct influence on the results of learning and that the adjustment of learning strategies is the key factor in successful learning. Previous researches showed that learning strategies contribute directly to learners’ learning results. The New National Middle School English Curriculum Standard of China ( Ministry of Education, 2001) also emphasized the obtaining of effective learning strategies.
Based on previous researches, the present study conducted face-to-face interviews, classroom observations, a five-point scale questionnaire and the analysis of two tests to study the junior Yi students and the study reveals the following
x findings:
1. The junior Yi students are good at using metacognitive strategies and social/affective strategies but they are not good at using cognitive strategies. Most of the Yi students do not often use translation strategies.
2. The junior Yi students’ employment of metacognitive and social/affective strategies has significant correlation with their learning results. This shows that the employment of metacognitive strategies and social/affective strategies is one of the major factors influencing their English learning results.
3. The differences between English and Chinese in terms of pronunciation, grammar, vocabulary and cultural background are the main obstacles in their English learning. Poor economic condition is also a big obstacle to the Yi students’ English learning.
4. Generally, the Yi students are introvert and shy. They are not creative in strategy application, either; but they are hard-working and easy to motivate.
Findings from this research suggest that metacognitive strategies and social/ affective strategies are very important in English learning. However, these strategies should be combined with cognitive strategies. Both the knowledge about English itself and the knowledge about learning strategies are important and they should gain equal weight in learning and teaching. Only when cognitive strategies, metacognitive strategies and social /affective strategies are combined together will learning achieve better results. Therefore, teachers should, on one hand, develop students’ awareness of using good learning strategies，do more strategy guiding and training and help students gain effective learning strategies. On the other hand, teachers should take the Yi students’ specific personalities and their cultural background into consideration, give them more chances to participate in learning activities and give them persistent encouragement.
Lastly, and the most important, learning strategies are not all-purpose although they may contribute greatly to learning. They shall never take the place of the learning process itself. Only when strategies are based on diligence will success in English
xi learning be gained. Therefore, teachers should always follow the right orientation in strategy training and prevent students’ misconception of taking shortcuts in English learning.
Key words: junior; Yi students; metacognitive strategies; cognitive strategies; social/affective strategies; translation strategies
Chapter One Introduction
1.1 Introduction to the study
This study originates from my quenchless curiosity and deep interest with the Yi students and a strong urge to explore how they learn English. The study is intended to investigate how the Yi students employ learning strategies in their English learning in junior middle schools of Chuxiong. The study involves: an analysis of the present teaching of English in Middle schools of Chuxiong, an analysis of the Yi students’ cultural background and an investigation on the strategy application of the junior Yi students. A detailed analysis is also to be given to illustrate what are the strategies that they fail to use or can’t use effectively. A discussion is to be conducted to explore the relevance between their learning strategies and their learning results. Besides, it tries to explore the main difficulties that exist in their English learning, expecting that special characteristics of the Yi students in English learning will be revealed.
目录：Table of contents …. …. …. …. …. …. …. …. …. …. …. …. …. …. ….i
List of tables and figures ……………………………. ….………………v
Conventions and abbreviations………………………. ….…………… vi
Acknowledgements…. …. …. …. …. …. …. …. …. …. …. …. …. …. vii
Statement of authorship…. …. …. …. …. …. …. …. …. …. …. …. ….ix
Abstract ( in English) …. …. …. …. …. …. …. …. …. …. …. …. …. x
Abstract ( in Chinese) …. …. …. …. …. …. …. …. …. …. …. …. …. xiii
Chapter One Introduction
1.1 Introduction to the study ……………………………………………1
1.2 Statement of the problems ………………………………………… 1
1.2.1 The drawbacks of the present theoretical outcomes ………………1
1.2.2 The Yi students’ special background………………………………2
1.2.3 The present situation of English language teaching for the Yi
students in Chuxiong…………………………………………………… 4
1.3 Rationale of the study ……………………………………………… 5
1.4 Objectives of the study………………………………………………6
1.5 Significance of the study……………………………………………6
1.6 Outline of the thesis …………………………………………………7
Chapter Two Literature Review
2.1 Introduction ……………………………………………………………8
i
2.2 Definitions of learning strategies ………………………………… 8
2.3 Categories of learning strategies : an overview …………………9
2.4 Summary ………………………………………………………………14
Chapter Three Methodology
3.1 Introduction ………………………………………………………… 16
3.2 Specific research questions ……………………………………… 16
3.3 Participants……………………………………………………………17
3.4 Sampling ………………………………………………………… 17
3.5 Instruments …………………………………………………………. 18
3.5.1 Questionnaire …………………………………………………. …. 18
3.5.2 Interviews ……………………………………………………….. 18
3.5.3 English scores of two tests …………………………………………18
3.5.4 Classroom observations ……………………………………………18
3.6 Data collection procedures ………………………………………. 19
3.6.1 Subject selection ……………………………………………………19
3.6.2 Classroom observations ……………………………………………19
3.6.3 Questionnaire design ………………………………………………20
3.6.4 Pilot study ………………………………………………………….20
3.6.5 Delivery of the questionnaire ………………………………………20
3.6.6 Interviews ………………………………………………………….21
3.7 Data analysis………………………………………………………… 21
3.7.1 Validity of data ……………………………………………………..21
3.7.2 Quantitative analysis of the data ……………………………………22
3.7.3 Qualitative analysis of the data ………………………………… …23
3.8 Summary ………………………………………………………………23
Chapter Four Results and Discussions
4.1 Introduction ……………………………………………………………24
4.2 Category framework of learning strategies in this study ………24
4.3 Results and discussions about the quantitative research ………25
4.3.1 Correlation between beliefs and learning results………. ………… 25
4.3.1.1 Results of the Pearson Correlation analysis …. …………… 25
4.3.1.2 Findings….26
4.3.2 Differences between beliefs of high-achievers and low-achievers…26
4.3.2.1 Results of the Independent Samples Test…………………… .26
4.3.2.2 Discussions and implications…. …………………………… 27
4.3.3 Correlation between learning strategies and learning results……….27
4.3.3.1 Results of the Pearson Correlation analysis ……………….. 27
4.3.3.2 Discussions………………………………………………… 29
4.3.4 Differences between strategy application of high-achievers
and low-achievers . …………………………………………………29
4.3.4.1 Results of the Independent Samples Test…. …………………29
4.3.4.2 Discussions……. …………………………………………… 30
4.3.5 Comprehensive analysis of the Yi students’ strategy application ….30
4.3.5.1 Descriptive statistics of each strategy category ….. …………30
4.3.5.2 Findings ………………………………………………………31
4.3.6 The Yi students’ main difficulties in English learning………………31
4.3.6.1 Frequency distribution and description of the difficulties ……31
4.3.6.2 Results of the Pearson Correlation …………………………..31
4.3.6.3 Conclusions …………………………………………………..32
4.4 Results and discussions about the qualitative research…………32
4.4.1 Results of individual interviews for teachers…………………………32
4.4.2 Results of individual interviews for students…………………………32
iii
4.4.3 Summary of difficulties in learning………………………………… .33
4.4.4 Findings and discussions……………………………………………. 35
4.5 Summary………………………………………………………………..35
Chapter Five Conclusion
5.1Introduction…………………………………………………………..36
5.2 Major findings from the study……………………………………36
5.2.1 Findings on strategy application of the Yi students ………………36
5.2.2 Findings on the correlation between the Yi students’ strategy
application and learning results …… ………………………. …36
5.2.3 Findings on the Yi students’ difficulties in English learning………36
5.3 Implications…………………………………………………………..37
5.3.1 Theoretical implications …………………………………………..37
5.3.2 Methodological implications………………………………………37
5.3.3 Practical implications………………………………………………38
5.3.4 Pedagogical implications…………………………………………. 38
5.4 Limitations of the study and suggestions for future research…39
References……. 40
Appendix 1 Questionnaire …………………………………………… .43
Appendix 2 Individual interview for students …………………….. 47
Appendix 3 Individual interview for teachers………………………48
Appendix 4 Transcription of individual interviews for teachers…49
Appendix 5 Transcription of individual interviews for students…52
Appendix 6 Tables and figures in quantitative analysis……………62
iv
List of Tables and Figures
Table 2.1: Definitions of learning strategies ……………………………….8
Table 2.2: O’Malley and Chamot’s categories of learning strategies …….12
Table 2.3: Oxford’s classification of learning strategies ………………….12
Table 3.1: Summary of classroom observations …………………………..19
Fig. 3.2: Frequency distribution of the first test …………………………. 22
Table 4.1: A table for checking questionnaire items within each category ..24
Table 4.2: Correlation between beliefs and learning results ………………25
Table 4.3: Frequency distribution of beliefs No.4, 5, 9 and 19 ……………62
Table 4.4: Descriptive statistics of low-achievers and high-achievers …….26
Table 4.5: Correlation between learning strategies and learning results …..28
Table 4.6: Frequency distribution of strategies No.3, 6 and 12 ……………63
Table 4.7: Frequency of strategies No.13, 15, 16 and 18 ………………….28
Table 4.8: Significance value of strategy No.12 ………………………….. 29
Table 4.9: Summary of strategy application of each category …………… 30
Table 4.10: Descriptive statistics of each strategy category ……………. 64
Fig. 4.11: Frequency distribution of the main difficulties ……………. 65
Table 4.12: Interpretation of difficulties in English learning …………… .. 31
Table 4.13: Description of learning difficulties ………………………… .. 32
Table 4.14: Summary of Part One: background ………………………….. 33
Table 4.15: Summary of Part Two: beliefs ………………………………. 33
Table 4.16: Summary of learning difficulties ……………………………. 34
Table 4.17: Summary of Part Three: learning strategies ………………….34
参考文献：Brown, A.L., and Palincsar, A.S. 1982. Inducing strategies learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities 2(1).
Brown, A.L., Bransford, J. O., Ferrara, R. A., and Campione, J. C. 1983. Learning, remembering, and understanding. In J. H. Flavell and M.Markman (Eds.), Carmichael’s manual of child psychology (Vol.3.pp.77-166). New York: Wiley
Ellis，R.1994. The Study of Second Language Acquisition. Oxford University Press.
http://www.bhshenzhou.com.2006-3-6
http://www.tintcn.com/destination/show/show_city.asp?pid=56&id=245
Liu Qiongzhen. 2005. Teaching Yi Students reading Comprehension in Senior Middle School: A Pragmatic Approach. Unpublished dissertation for the degree of Master of Education. Kunming: Yunnan Normal University.
Luo Yan. 2005. A Study of learning Strategy for ESP—Focusing on Computer English in Vocational Schools. Unpublished dissertation for the degree of Master of Education. Kunming: Yunnan Normal University.
Naiman, N., Frohlich, M., Stern, H.H., and Todesco, A. 1978. The good Language learner. Toronto: Ontario Institute for Studies in Education.
Nunan, D. 1999. Second Language Teaching and Learning. USA: Heinle & Heinle Publishers.
Nunan, D. 2002. The Impact of English as a global Language on Educational Policies and Practices in the Asia-Pacific Region. TESOL Quarterly, 589-613.
O’Malley, J.M., and Chamot, A.U. 1990.Learning strategies in Second Language Acquisition . Cambridge University Press.
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Rowley, Mass.: Newbury House.
Rubin, J. 1981. Study of cognitive process in second language learning. Applied Linguistics. 11:117-31.
Rubin, J., and Thompson, I. 1982. How to be a more successful language learner. Boston, Mass.: Heinle & Heinle.
Rubin, J. 1987. Learner Strategies: theoretical assumption, research history and typology in Wenden and Rubin (eds.) 1987.
Stern, H. 1975. What can we learn from the good language learner? Canadian Modern Language Review， 31:304- 318.
Wen Qiufang. 2001. Applied Linguistics : Research Methods and Thesis Writing. Foreign Language Teaching and Research Press.
陈琳，王蔷，程晓堂. 《全日制义务教育 英语课程标准解读 （实验稿）》. 北京师范大学出版社，2002.
楚雄市教育局.《楚雄市民族教育工作情况汇报》. 2005年7月22日.
戴炜栋，束定芳.“外语交际中的交际策略研究及其理论意义”. 外国语. 1994, (6).
龚少英. “我国学习策略研究的现状与问题”. 心理科学. 2003, (1).
乐莉. “第二语言习得过程中成功语言学习者的学习策略研究”. 黑龙江高教研究. 2004，（7）.
黎华. “少数民族大学生英语学习策略调查与分析”. 民族教育研究. 2005，(2).
李月林. “少数民族学生英语学习的特殊性研究” . 西南民族大学学报•人文社科版. 2003, (8), pp.334-336.
刘 翃. “少数民族学生英语学习情况调查报告”. 西南民族大学学报•人文社科版. 2003, (10), pp.334-335.
刘润清，胡壮麟主编, 韩宝成编著. 《外语教学科研中的统计方法》. 外语教学与研究出版社. 2000.
马广惠. “高分组学生与低分组学生在学习策略上的差异研究”. 外语界. 1997, (2), pp.38-40.
秦晓晴. “第二语言学习策略研究的理论和实践意义”. 外语教学, 1996, (4), pp.13-18.
赛丹, 陈洁, 张晓燕. “英语学习策略与学习成绩的相关研究——高职高专学生英语学习策略问卷调查报告” . 昆明冶金高等专科学校学报. 2002, (9).
王颖. “学习策略研究评述”. 北华大学学报. 2003, (4).
王颖等.“初中学生学习策略发展特点”. 健康心理学杂志.2003, (6).
文秋芳.“英语学习成功者与不成功者在方法上的差异”.外语教学与研究.1995，(3).
文秋芳.《英语学习策略论》. 上海外语教育出版社，1996.
吴增生.“值得重视的‘学习者策略’的研究”. 现代外语, 1994，(3), pp.22—26.
杨端和.《语言研究应用SPSS软件实例大全》. 中国社会科学出版社，2004.
杨丽兰. “初中生英语学习策略的现状调查与分析”. 内蒙古师范人学学报(教育科学版). 2004, (8), pp.101-104.
《云南省楚雄彝族自治州民族教育条例》. 1992年9月25日云南省第七届人民代表大会常务委员会第二十六次会议批准.
中华人民共和国教育部制定.《关于积极推进小学开设英语课程的指导意见》.2001.
中华人民共和国教育部制定. 《全日制义务教育普通高级中学英语课程标准（实验稿）》. 人民教育出版社，2001, p.30.
庄智象，束定芳. “外语学习者策略研究与外语教学”. 现代外语.1994，(3), pp.28-32.
