语言学习观念学习风格语言学习策略与英语成绩的相关研究 196页

太威理工大学硕士研究生学位论文语言学习观念，学习风格，语言学习策略与英语成绩的相关研究摘要近年来，众多研究人员和教师意识到在语言学习过程中学习者个人所起的作用要远大于教师的作用，所以个体差异成为研究的重心。学习者个体差异包括很多变量，其中语言学习观念、学习风格和语言学习策略三个变量是本研究的重点。嚣魏不少学者对这兰个变量进行了研究。其中，有的研究了策略和观念的关系，有的研究了策略和风格的关系，还有的研究了每个变量和外语成绩的关系。但这些研究的研究对象大都集中在大学生中，关予中学生的研究在核心杂志上很少见到，而且研究集中在学习策略和学习观念上。把三个变量和英语成绩结合起来在中学生中的研究尚未见到。本研究重点探索语言学习观念、学习风格和语言学习策略之间的关系和它们与英语成绩的相关性。研究对象为300名高一新生。这些学生均是英语初学者水平。与大学生相比，他们更需要了熬语言学习观念、学习风格和学习策略以便为今后高级阶段的英语学习奠定良好的基础。因此本研究旨在这方砸做一些有益的探索。本研究采用兰份问卷：Horwitz的语言学习观念调查问卷(BALU)，Oxford的风格分析调查问卷(SAS)和Oxford的语言学习策略调查问卷(SILL)。本研究使用描述统计，独立样本T检验，皮尔逊相关分析和多元回归分析等统计方法，分析了三个变量在中学生中的分布情况，高低分组阉的差异，三个变量的相互关系，以及对英语成绩最具预测力的变量。以下为研究结果：(1)语言学习观念、学习风格和语言学习策略的分布情况：学生普遍承认语言学能，但对语言学习的特殊才能予以否定；英语属于中等难度的语言；文化对语言有影响，基本语言技能仍是学生掌握的重点；学生对于传统策略和交际策略持积极观念：学生有较强的工具型动机；高低分组学生在语言学习观念上存在差异。学生总体上倾向于视觉型、外向型、直觉型、封闭型、整体型和分析型学习风格：高低分组学生仅在视觉型风格上存在差异。学生使用策略的情况属于中低东平；补偿策略运用最多，菊记忆策略运髑最少；高分组学生策略使用优予低分组学生。V\n\n太原理工犬学硕士研究熊学位论文(2)语言学习观念、学习风格、语言学习策略和英语成绩相关性；语畜学羽观念与学习菇l格呈显蔫弱相关关系；除了动机蕊念和社交策硌及整体语言学习策略呈显著弱相关之外，语言学习麓念和语言学习策略并无显著相关；学习风格与语言学习策略显著相关；语言学习观念与英语成绩之越除动机观念与英语成绩显著鞴褶关之井秃褶关；十一类学习风格中有三类与英语成绩显著相关(视觉型、封闭型秘分析型学习风格)；六组语富学习策略与英语成绩都有显著相关；语言学习策略在兰个变量中肘英语成绩的预测力最强，而认知策略对英语成绩的影响在所有策略中最大。本文对研究结栗还进行了详细的讨论并且针对性地提出一些教学建议即将以观念和风格为基箍的策略培诩萼l入英语教学获褥提离学生的英语学习效率。本研究不无缺陷，但幕塑它麓对英语教学和学嚣有一定帮助。关键词：语言学习观念，学习风格，语言学习策略，英语成绩\n\n太原理工大学硕士研究生学位论文ACORRELATIONSTUDYOFLANGUAGELEARNINGBELIEFS，LEARNINGSTYLES，LANGUAGELEARNINGSTRATEGIESANDENGLISHACHIEVEMENTABSTRACTResearchersandteachershavenOWplacedmuchweightonlearnerdifferencesinrecentyears嬲theyhaverealizedthatitislearnersinsteadofteachersthatplayadominantroleinlanguagelearning．Lea加erdifferencescontainmanyvariables,threeofwhicharehighlightedinthismudy,namely,languagelearningbeliefs，learningstylesandlanguagelearningstrategies．Researcheshavebeenconductedinthethreevariables．Somefocusedontherelationshipbetweenlanguagelearningbeliefsandlanguagelearningstrategies；someconcentratedontherelationshipbetweenlearningstylesandlanguagelearningstrategiesandothers，therelationshipofeachvariablewithsecondandforeignlanguageachievement．However,amajorityoftheseresearcheswerecarriedoutamongcollegestudents．Bycontrast,researchesonmiddleschoolstudentshavebeenrarelySeellinimportantjournalsthoughthereareafewwhichfocusonlanguagelearningbeliefsandlanguagelearningstrategies．NoresearchesamongmiddleschoolstudentshaveeverbeenconductedSOfarthatthethreevariablesarestudiedtogether晰mEnglishachievement．1f1圮presentstudyfocusesonthecorrelationstudybetweenthethreevariablesandtheirrelationshipwithEnglishachievement．Thesubjectsinvolvedare300seniorgradeonestudentsfromChangzhi，ShanxiProvince．AsbeginnersofEnglish,theycallformoreknowledgeofEnglishlearningbeliefs，stylesandstrategies，whichwouldprovidethemwithsoundfoundationforadvancedlearning．Thusthepresentstudywouldbeofsomesignificanceinthisrespect．Threequestionnairesaleusedinthepresentstudy：Horwitz’SBeliefsAboutLanguageLearningInventory(BALLI)，Oxford’sStyleAnalysisSurvey(SAS)，andOxford’SStrategyInventoryforLanguageLearning(SILL)．i\n\n太原理工穴学硕士研究生学能论文Thisstudyemployssuchstatisticalanalysesasdescriptivestatistics,independentT-test，PearsoncorrelationanalysisandmultipleregressionanalysistOanalyzethegeneraldistributionofthethreevariables，comparison轴豳黼highandlowproficiencygroups，therelationshipsbetweenthethreevariablesandthemostpowerfialpredictorofEnglishachievement。Thestudyhasthefollowingmainresults：舢甜aslanguagelearningbeliefsareconcerned,studentsgenerallybelieveintheabilityoflearningaforeignlanguage,buttheydonotagreewiththespecialabilityoflearningaforeignlanguage；they攮i放EngJishismediumdifficult；theyendorsetheimpactofthecultureuponitslanguageandbasiclanguageskillsstillprevailamongthem；mostofthestudents’responsestOtraditionalandcommunicationstrategiesarepositive；instrumentalmotivationissharedamongthem；thereexistsignificantdifferencesinlanguagelearningbeliefsbetweenKgh·andlow-proficiencystudents．Astolearning蚓强studentsbasicallytendtobevisual，extroverted,intuitive,closuro-oriented,globalandanalyticandnolearningstylesaresignificantlydifferemtbetweenhigh-andlow-proficiencystudentsexceptforvisualstyle．Furthermore,students’languagelearningstrategyuseisfarfromenough；compensationandmemorystrat[egie,arcthemostandtheleastpreferredrespectivelyandhigh-proficiencystudents’strategyuseisbetterthanlow-proficiencystudents．Therelationshipsareobtainedbetweenlanguagelearningbeliefs,learningsty|舔languagelearningstrategiesandEnglishachievement：weakbutsignificantrelationshipisfoundbetweenlanguagelearningbeliefsandlearningstyles；thereisnosignificantcorrelationsbetweenlanguagelearningbeliefsandlearningstrategiesexceptthatmotivationbeliefsaresignificantlybutweaklyrelatedtOsocialandoveralllearningstrategies；closerelationshipsexistbetweenlearningstylesandlanguagelearningstrategies；nosignificantrelationshipisseenbetweenEn#ishachievementandlanguagelearningbeliefsexceptthatmotivationbeliefsaresi鲥ficantlybutweaklyrelatedtOEnglishachievement；threeoutoftheeleventypesoflearningstyles(visual，closure-orientedandanalyticstyles)arccorrelatedwithEnglishachievement；closerelationshipsarefoundbetweenEnglishachievementandallsixcategoriesoflanguagelearningstrategies；languagelearningstrategyisthebestpredictorofthethreevariables,andfurthermore,cognitivestrategyofallstrategiesplaysthemostimportantroleinEnglishlearning．西\n\n_●-●●_●●——●_—__I-●●-__●_l_____●●--I_-___——————_——————_—_-_—_—————————————————一一．．奎垦墨三奎堂堡主堡塞皇堂垡堡奎．——ThisthesisgivesadetaileddiscussionaboutthefindingsofthestudyandbasedonthefindingsattemptstointroduceBelief&Style-basedStrategyTraining(BSST)intoEnglishteachingtoimprovestudents’Englishlearningefficiency．ItiswishedtobeofsomehelpinEnglishteachingandle．缝mfing,thoughthestudyisnotwithoutitslimitations·KEYWORDS：languagelearningbeliefs，learningstyles，languagelearningstrategies，\n\n声芦明明本人郑重声明：所呈交的学位论文，是本人在指导教师的指导下，独立进行研究所取得的成果。除文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表或撰写过的科研成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本声明的法律责任由本人承担。论文作者签名：醴鸳B,冀／I：羔：竺：￡望关于学位论文使用权的说明本人完全了解太原理工大学有关保管、使用学位论文的规定，其中包括：①学校有权保管、并向有关部门送交学位论文的原件与复印件；②学校可以采用影印、缩印或其它复制手段复制并保存学位论文；③学校可允许学位论文被查阅或借阅；。④学校可以学术交流为目的，复制赠送和交换学位论文；⑤学校可以公布学位论文的全部或部分内容(保密学位论文在解密后遵守此规定)。签名：日期：建!呈：!!孳导师签名：日期：丝堕：上：≥!\n\n太原理工大学硕士研究生学位论文ChapterOneIntroduction1．1BackgroundSincethe1970s，moreandmorelinguistsandlanguageteachershavediscoveredthatteachingcenteredresearchesdidnothavemuchimpact0nstudents’languagelearning,anditwasimpossibletoapplythesamemethodtovariousstudents．Besides，studentscouldnotbesatisfiedwithwhattheywe他taughtinanagewheninformationandknowledgebegantogrowrapidly．Meanwhile,withthedevelopmentofpsycholinguisticsandcognitivepsychology,attentionbegantoshiftfromhow—to-teachtohow-to—learn,andthefocusofresearchesshiftedfromteachingmethodstothelearningofindividuallearners．I．启Lrncrdifferenceshavebecomeamostimportantfactorinsecondlanguageacquisition．Amongthelearnerdifferences，biologicalfactorslikesexandageareunchangeableasleamersarcbomwiththem；whereassomcotherfactorslikelanguagelearningbeliefs，languagelearningstrategies，leamingstyles。motivationandpersonalitiesa他developedinlearners’laterlife，andmanylinguistsandlanguageteachersbelievethattheyCallbeadjustedaccordingly．Soin北jcentyears，manyresearchesaboutthesefactorshavebeencarriedouttOenablelearnerstoachievegreater飘MⅪ惯sinlanguagelearning．1．2PurposeoftheStudy11lisstudyfocusesonthreelearnerdifferences：languagelearningbeliefs，learningstylesandlanguagelearningstrategies．Relevantresearchesabroadinlanguagelearningbeliefsarcmainlydonebysuchresearchers私Abraham&Vann(1987)，Horwitz(1988)，Wenden(1987)，Mantle-Bmmley(1995，citedinLiZhewei，2004)，K．Sakui(1999)，AltanM．Z．(2006)．Theseresearchesfocusontheimpactoflearningbelie尽onlanguagelearningandtherelationshipbotwecnleamingbeliefsandlearningstrategies．InChina，therearealsocontributorstosuchresearches：WenQiufang(1996，2001a&b)；SuXiaojun(1997)；YangN．D．(1999)；TanZhi&LiaoJianping(2001)；DaiWeidong&WangDong(2002)；LuMiIl(2005)；GeBingfang(2006)；YuXucmci(2007)．Asforlearningstylesandlanguagelearningstrategies，therearcalsoquiteanⅢnb盯ofresearchesrespectivelyathomeandabroad(Rubin,1975；Naimanetal，1978；Reid,1987；WangChuming,1992；YuXinle，1997；HuangY'mg,2000；MaXiaomeidal，citedinLiuRunqing&DaiManchua,2003；CuiMin&ChenJie,2005；l\n\n太原理工大学颐士研究生攀能论文HaoMei烈al，2006；etc．)．Asfarastherelationshipbetweenthethreeindependentvariablesisconcerned,someresearchesstudiedtherelationshipbetweenlanguagelearningbeliefsandlanguageleamingstrategies(Horwitz，1988；Wcndcn,1987；YangKD．，1999；WenQiufang&WangHaixiao,1996；WenQiufang,2001；etc。)，andothersinvestigatedtherclatiomhipbetweenlearningstylesandlanguagelearningstrategies(EhrmanandOxford,1989；OxfordandEhmmn,1995；Rossi-Le,1989；etc．)．Mostoftheseresearchesarecarriedoutamongcollegestudents．Researchesonmiddleschoolstudentsarcrarelyseeninimportantjournalsandfocusonlanguagelearningbeliefsandlanguagelearningstrategies(MengKun,2004；TangLihua,2005；ZhuQiyong2005；QinZhiqiang,2005；GeBingfang,2006；LeiShuhua，2006；etc．)。NoresearchesamongmiddleschoolstudentshavebeendoneSOfaronthethreevariablestogetherwithEnglishachievement．Thepresentstudyissupposedtofmdoutthedistributionsofstudents'languagelearningbeliefs,learningstylesandlanguagelearningstrategies，therelationshipbetweenthethreevariablesandtheirrelationshipswithEnglishachievement+Thesubjectsinvolvodaresffliorgradeonestudentsfrommiddleschools．Thesestudentsa瓣allbeginnersofEnglish．Toexploreandinvestigatetheirlanguagelearningbeliefs，learningstylesandlanguagelearningstrategieswillhelpthembuildupc,ol'r00tbeliefsandappropriateapproachesofEnglishlearningwhichmayhelpthemtochanneltheirEngfishtoamoreautononmusandefficientdirectionandlayastrongfoundationfortheirfutureEnglishteaming．Inaddition,Er溺ishteachersmayhaveaclearviewabouttheirstudentsandthereby,developtheirteachingtomeetthedemandofvariouslearners．1．30utlineofthe1馐esis隘thesisconsistsoffivechapters．01alRcrorleistheintroductorypartinwhichthebackgroumlandthepurposeofthestudy蹴statedandthemainstructureofthethesisisgivenout。‘Chaptertwopresentsrdev勰tlitcraturewhichdealswiththedefinitions,classificationsandmajorempiricalstudiesoflanguagelearningbeliefs,learningstylesandlearningstrategies．Chaptersthreeandfourconstitutethemajorpartofthethesis．Chapterthreeistheprocessofthestudyinwhichtheresearchdesign,datacollectionandanalysisarcilluminatedexplicitly．Chapterfourpresentstheresultsoftheresearchandthediscussionoftheresults．Chapterfivemakesasummaryoftheconclusion,somesuggestionsinteachingandlearningEnglish羽慧alsomadeandatthe搿躲timelimitationsoftl鹭studyarcillustratedinthispart．2\n\n太原理工大学硕士研究生学位论文ChapterTwoTheoreticalFrameworkofLanguageLearningBeliefs，LearningStylesandLanguageLearningStrategiesTocarryoutthecorrelationresearch,thefirstthingistogctaclearunderstandingofrelevanttheoriesSOthatthey∞nguidetheresearch．Inaddition,tohaveaknowledgeofempiricalstudiesaboutlanguagelearningbeliefs，learningstylesandlanguagelearningstrategiesisveryimportantaswellbe髓BsccomparisonorsupportoanbedonetoidImti矽thepresentresearchThischapteristodealwiththedefinitionsandclassificationsoflanguagelearningbeliefs，learningstylesandlanguagelearningstrategies，andatthesametimeempiricalstudiesOilthesevariableswillbeelaborated．2．1DefmitionsofLanguageLearningBeliefs，LearningStylesandLanguageLearningStrategies．’Manyresearchershavepresentedvariousdefinitionsaboutlanguagelearningbeliefs，leamingstylesandlanguagelearningstrategiesdependingOiltheirownperspectives．Heredefmitionsaboutthesevariableswillbestatedonebyoneinthefollowingthreesections．2．1．1LanguageLearningBeliefsResearchersdisooverthateveryoneholdsaseriesofopinionsinlearners’audyingforeignlanguages．Theseopinionsarewhatwecalllanguagelearningbeliefs，partoflearnerdifferences．'therearcmanydifferenttermsaboutlanguagelearningbeliefsdependingondifferentresearehen’theoretical刚Ves：mini-theories(Hosenfeld,1978)；insishts(Omaggio．1978)；cultureoflearning(Cortazzi&Jin,1996)；learnerassumptions(Riley,1980)；implicittheories(Chrk,1988)(citedinEva&Irma,2005)．Thesetermssuggestthatlanguagelearningbeliefsareaetuanytheunderstandingsoropinionsofindividualsonlanguagelearning．Theseunderstandingsoropinionsaresubjectiveinsteadofbeingobjective．Theyaredifferentfrompersontopersonandtheyareallintcmalmechanismtoguidelearners’languagelearning．Differentresearchershavealsode丘nedlanguagelearningbeliefsvariously．Flavell(1987)thoughtthatlearningbeliefsWereasubsetofmetacognitiveknowledge．FollowingFlavell’sideaaboutlearningbeliefs，W池believedthat“learnerbeliefsmayalsobeappropriatelydescribedintermsofthecharacteristicsthatidentifymetacognitiveknowledge．Atthesametime。however,belief曼a糟distinctfrommetacognitiveknowledgeinthattheyalevalue-relatedandtendtobeheldmore3\n\n太原理工大学硕士研究生学位论文tenaciously'’(Wendcll’1999：436)．I-Iorwitz(1987：127)，whowasthefirstOllCtoUSCtheword"belief"，supposedthat‘‘studentsenterEnglishclasswithmanypreconceivedideasaboutlanguagelearning'’。WenOiufang0995，2001)thoughtlearningbeliefisallopinionsystemthatisformedinlearners’l龆艇醒processduringwhichleamersformtheirOWllopinionsaboutleamingthroughselfeXl弼ricllCCorothers’opinion011learning．’Thoughtherearcvariousdefjmitiom，whattheyhavedescribedaboutlanguagelearningbeliefshavesomethingincommon：itisnoteasytochangelearners’beliefsaboutlanguagelearningasthey躺systematicandhavepotentialitywhichcallguidelearners’languagelearning．Inaddition,whatinfluencestheformationoflanguagelearningbeliefsisalsoacomplexquestionthatmanyresearchershavepaidattentionto．Horwitz0987)thoughtlanguagelearningCXpCI'iCllCCSplayedanimportantroleintheformationoflanguagelearningbeliefs。Tumposky0991，citedinWang$houyuan，2001)foundthatbeliefsaboutlanguagelearningWCIreaffectedbyculturalenvironment．Bacon＆Finnernann0992。cit醐inEvaBent＆RosemarieLloyd,2007)exploredtherelationbe咐c伽genderandlanguagelearningbeliefsandfoundthatfemalecomparedtomalestudentsreportedahigherlevclofmotivationandstrategyIIISCinlanguagelearning,greater㈣ofglobalstrategiesindealingwithauthentic姊峨andahigherlevelofsocialinteractionwiththetargetlanguage(Spanish)。Ellis(1994：479)pointedOUtlearners’beliefs勰alsolikelytObeinfluencedbygeneralfactorssuchaSpersonalityandeogttitivcstyle．InChitla,W醯Qiufang(1995)pointedoutthattheformationofla糊孵learningbeliefsisverycomplicatedbecausethere躺manyfactorscontributingtoit．2．1．2LearningStylesLearningstyle,anotherelementoflearnerdifferences，wasoriginallyputforwardinthe1950sbytted斌Thelen0954，citedinAnHuiytm疚al，2005)．Sincethen,learningstylehasbeenasignificantandcontroversialtopicinsuehfiddsaSpsychology,education,丧c．Intheperiodofover50yearsuntilnow,manylinguistsandlanguageresearchershavegivenvariousinterprctatiomaboutlearningstyleandconductedinstructiveresearcheswhichbenefitnotju或practitionersinschools,butlaterresearchersaswell．JustaswhatThomasBdlosaid,"therearcn．qmanylearningstyle8asthem瑚曲嘲瞎oftlaeresearchesinthisconstruct"(eitcxlinTanDingliang,1995)．Then,whatislearningstyle?Herea艄someopinionsaboutlearningstylebydifferentresearchers：Kecfe(1982：44)definedlearningstyleas"cognitive,affeetivcandphysiologicaltraitsthatalerelativelystableindicatorsofhowleamersperceive,interactwith,andrespondtothelcaming4\n\n太原理工大学硕士研究生学位论文InLawrence’s(1984，citedfromJiangXiujuan,2003)view,learningstyleincludesa)cognitivestyle,i．e．preferredorhabitualpaRernsofmentalfunctioning；”paRemsofattitudesorintereststhatinfluenceaperson’sattentioninalearningsituation；c)adispositiontoseeklearningenvironmentscompatiblewithone’scognitivestyle，attitudes，andinterests，andtoavoidincompatiblelearningenvironments；d)andadispositiontoUSecertainlearningtools(1earningstrategies)andavoidothers．DunnR．(2000)thoughtthatlearningstylesarewaysmanifestedwhenlearnersfocusonlearningnewknowledgeandskills．Kinsella’S(2002，醯cdinAnHuiyunc【al，2005)definedlearningstylesasanindividual’SnatuFal，habitualandpreferredwaysofabsorbing，processing，andretainingnewinformationandskills，anditpersists，regardlessofteachingmethodsandcontenta嗽．”Ehrman&Oxfordindicatedthatlearningstylereferredto“preferredorhabitualpatternsofmentalfunctioninganddcaIingwithnewinformation．”(citedinOaiMin&ChertJie，2005)“。一’’Asfarastheabovementioneddefinitionsarea加c锄cd’learningstylehasthefoUowingcharacteristics：a)stability．Onceone’Slearningstyleisformed,itisnoteasytochangeboT—au$citisahabit．b)disposition．Everybodyhashisorherpreferredlearningstyle．Forexample，someprefervisualleafingwhileothersmaybepreferhands-onstyle．c)plasticity．StableaSlearningstyleis，itisnotunchangeable．Sincelearningstylehasadispositiontoseeklearningenvironmentsc西mpatiblewithone’scognitivestyle,attitudes，andinterests，thenitcanbealteredwithlearningenvironmentsorteachingmethodschanged．．Learningstylesareoftenconfusedwithlearningstrategies．Actuallytheyaredifferentconceptions．TheformerisOlle’sstableandpreferredwayofprocessinginformation,whilethelatterchangesinaccordancewithlearningtasks．2．1．3LanguageLearningStrategiesLanguagelearningstrategy,asakeyindividualfactorinsecond／foreignlanguagelearninghasbeenastrikinglyhottopicOVerthepastthirtymoreyears，andnumcl'onsresearcheshavebeenconductedinthisareaevefsince．Since1970’s，researchershavebeenattemptingtodescribeandclassifylanguagelearningstrategies．Upuntilnow,theyhavenotreachedafullconSCllSUSonthisissue．However,differentdescriptionsandclassificationsfromdifferentresearcherscanleadtoafullunderstandingoflanguagelearningstrategiesforfuturest'udies．Bothinthissectionand2．2．3，definitionsandclassificationsof’S\n\n太原理工火学硕士研究嫩学位论文languagelearningstrategieswillbepresented．Ellis(1994：531)madealistofrepresentativedefinitionsabout(1anguage)learningstrategiesproposedbyseveralresearchers：Stern(1983),Weinstein毳Mayer0986)，Chan蹴(1987)，Rubin(1987)，Oxford0989)。Meanwhile,Ellispointedouttheproblemsi廷thesedefinitions：(1)Itisnotclearwhethertheyaretobeperceivedofasbehavioral(and,therefore,observable)orasmental，erasboth．(2)Whatistheprecisenatureofthebehaviorsthataretocount刹learningstrategies．(3)Whetherlearningstrategiesaretobeseenasconsciousandintentionalorallsubconscious，秘)WhetherlearningstrategiesareseenashavingdirectorallindirecteffectOilinterlanguagedevelopment．《S>Whataremotivationsfortheuseoflearningstrategies，AccordingtOEllis，givingallexactdefinitionwasmuchtoodifficult+Instead,helistedeightcharacteristicsoflearningstrategi髓which蝴helptomakeaclearund=mndingaboutstrategies．Theeightcharacteristicsarc"O532-533)(1)StrategiesrefertobothgeneralapproachesandspecificactionsortechniquesusedtolearnallL2．擀Strategiesareproblem-oriented--thelearnerdeploysastrategytoovercomesomeparticular’learningproblems．《3>奴嫩粼瞒aregenerallyawareofthestrategiestheyuseandcanidentifywhattheyconsistofiftheyareaskedtopayattentiontowhattheyaredoin#01il,king．(4)Strate颤．铺involvelinguisticbehavior(suchasrequestillgthenameofanobject)andnowlinguistic(suchaspointingatallobj。髓soastobetolditsname)．《5)LinguisticstrategieseanbeperformedintheLIandintbeL2。翰Somestrategiesagebehavioralwhileothenaremental．Thus，somestrategiesaredh-ectlyobservable,whileothersarenot，《7)kthemain,strategiescontributeindirectlytolearningbyprovidinglearnemwithdataaboutlheL2whichthey渤腿thenprocess。However,some=rat喇端mayalsocontributedirectly(forexample，memorizationstrategi鹪directedatspecificlexicalitemsorgrammatical删-(8)Strategies㈣variesconsiderablyasaresultofboththekindoftaskthelearnerisengagedinBasedanthevariousdefinitionsandthechaco；oflearningstrategies,itmaybeandindividuallearnerpreferences．矗\n\n太原理工大学硕士研究生学位论文concluded(1)thatlanguagelearningstrategiesaredeliberateactionsortechniquesusedbylearnerstoimprovetheirsecond／foreignlanguagesandtllcyfunctionduringthewholeprocessoflanguagelearning；(2)thatlanguagelearningstrategiescanrefertobothgeneralapproachesandspecifictechniques；(3)thatlanguagelearningstrategiesusevariesdependingondifferentlearnersandlearningtasksbecausetheyarerelatedtomanyfactors(1earningbelief,learningstyle，gender,etc．)．2．2ClassificationsofLanguageLearningBefiefs，LearningStylesandLanguageLearningStrategiesLanguagelearningbeliefs，learningstylesandlanguagelearningstrategiesareclassifieddifferentlyfromresearchertoresearcher．Sofar,therenocompleteagreementOntheclassifications．Nextaresomefamousclassificationstoshare．2．2．1ClassificationsofLanguageLearningBeliefsLanguagelearningbeliefshaveconnectionwittImanyaspects．Sofar,researchershavebc％tryingtoma：keclassificationsfromvariousperspectives．Horwitz’sclassificationisapioneeringonewhichisfamousbothathomeandabroad,andWenQiufangalsoclassifiesbeliefsystem,whichisinfluentialinChina．Nextarethedescriptionsofthetwotypesofclassifications．2．2．1．1Horwitz’SClassifieationHorwitzdesignedBeliefsAboutLanguageLearningInventory(BALLDin1987whichcontains34items．Inherquestionnaire,Horwitzdividedlanguagelearningbeliefsintofivemajorareas：1)Foreignlanguageaptitude．ItisaboutwhetherEnglishlearnershaveequalpotentialityforEnglishlearning；2)Thedifficultyoflanguagelearning．Thispartconca'nsthedifficultyoflearningEnglishasasecondorforeignlanguage；3)Thenatureoflanguagelearning．Thiscategoryrelatestothecultureeffectonlanguagelearning,differencesbetweenlearninglanguageandlearningothersubjectsandlearners’opinionondifferentlearningtasks；4)Learningandcommunicationstrategies．Itisabouttheuseoftraditionalandcommunicationstrategiesintheprocessofleamingasecondorforeignlanguage；and5)Motivationsisapartdealingwiththedesireslearnersholdinlearningasecondorforeignlanguage．Thisclassificationisbasedonlearners’perspective，integratinglearners’viewsonthetargetlanguageandlearnersthemselves，forexample，‘'somelanguagesaleeasiertolearnthanothers"isabouttheviewofthetargetlanguageand“Everyonecanlearntospeakaforeignlanguage"isabouttheviewoflearners．Apanfromthat,Horwitzalsoclassifiesbeliefsfromlearners’撇啪andmicro7\n\n太原理工大学硕士研究生学役论文viewsoflanguagelearning．Forexample，“knowaboutEnglish-speakingcultures"isthemacro-viewoflearners,while勺racticcwithcassettesortapes"iss蠛fromlearners’micro-view．Therefore,Horwitz’sclassificationislanguagelearningbeliefsfromlearners’differentangles．2。2。1．2WenQiufang’sClassificationWenQiufang(1995，2001)thoughtthatE嶝融learningapproachcontainsaseriesoffactorswhichbelongtodifferentlevels．Thefactorsonthehigherlevelplayarestrictiveroleonthoseonthelowerlevel．AllthesefactorscontributetoanEnglishlearningsystemconsistingoftwoparts：beliefandstrategy．麓斌is|osay,befiefwillhavedirectinflueneeonstrategyuse．BasedOilthis，beliefisfurther-developedintotwogroups，namely,managementbeliefsandlanguagelearningbeliefs．Managementbeliefsrefertohowlearnersfindaboutmanagingactivitiessuchassettinggoals,workingoutplans,selectingstrategies,regulatingstrategiesand瓣forth,direlyimpactingmanagementstrategies。Languagelearningbeliefs，concerningabouttheviewsabouthowlearnerscanmaster"languagepoints,languageskillsandcommunicativeability,containthreetypesofbeliefs：formal-practicingbeliefs,functional-practicingbeliefsandmother-tonguerelianeebeliefs．ThesebeliefswillhaveallinflueneeOillanguagelearningstrategies．AllthesecometogethertomakecontributionstoEnglishachievement．2．2．2ClassificationsofLearningStylesTherehavebeenmanyclassificationswithlearnings桫lesastheoristshavetriedtoclassifythemfromavarietyofdimensionsmainlyfortheirresearches’sake．SomeclassificationsidentifiedtendtoreflectthetypesoflearnersincognitivepsychologyOvitkin,1962fieldind鲫denc．andfielddependence)，andothersareinpersonality(Myers，1962Myers-BriggsTypeIndicator)andsensorymodalities(Reid,1987)．NextaretwofrequentlyseenclassificationsbyOxfordandReid．2．氛2．薹Oxford'sClassifi￡ationOxford(1991)classifiedlearningstylesintothreegroups：sensoryleamingstyles,cognitivelearningstylesandpersonalitylearningstyles(citedinZhao卷蛐2006)。Thefollowingareherclassificationaboutlearningstyle：1)．SensorylearningstyI麟VisualstyleVisualp璎"SOIISusuallyrelyOilthesenseofsightandlearnbestthroughvisualmeanslikebooks,video,andgraphics。Withoutthesethings，theymayfeelconfusedand爨翊瓣糕巍蒯whentheyarelearning．g\n\n太原理工大学硕士研究生学位论文AuditorystyleAuditoryⅨ髑ompreferactivitieswhicharccloselyrelatedtolisteningandspeaking,suchasdiscussions，debates，audio娜，role-plays，l鳅uresandSOOILHands-onstyleHands-onpersonslearnthingsbylotsofmovementandtheylikeworkingwithobjects，conductingexperimentsandplayingactivegames．Theywillgettiredifsittingfortoolong．2)．Cognitivelearningstyl髑Intuitive／concrete-sequentialIntuitivelearnersarcfilture-orientod,abletOseekoutthemajorprinciplesofthetopic，liketospeculateaboutpossibilities，enjoyabstractthinkingandavoidstep-by-stepinstruction．Conversely,concrete-sequentiall∞rnersalepresent-oriented,preferone-step-at—a-timeactivitiesandwanttoknowwhereyouaregoinginyourlearningateverymoment．Closure-oriented／openstylesLearllerswithclosure-orientedstylepaycloseattentiontoalllearningtasks．Mostly,th掣dotheirwork盯studyOntime．mideadlinesareeffectiveforthem．Openlearnersmayenjoyclassactivitieswhichtheys∞asentertaininggames．Theylikediscoverylearning．Openlearnersdon’t∞豫aboutdeadlinesorrules．’GlobaFanalytieGloballearners刨oyseekingthewholepict／tre,gettingthemainideas，guessingmeaningsandcommunicatingwithoutknowingeveryword．Itmaybedifficultforthemtodrawdetailsfromthewholepicture．Ontheotherhand,analyticlearnerslikedetailsbetter．Itiseasyforthemtosortoutsomedetailedinformation．Theyfeelcomfortableifthematerialispresentedstepbystep．Formalandindividuallearningmaybetheirfavoritestyle．3)．PersonalitylearningstyleExtroversion／introversionExtrovertedlearnerstendtoengagethemselvesininteractivelearningtasks．Forexample，games，discussions，role-playandsoOILTheylearn、)lritIlllighefficiencythroughgroupwodcBycontrast，whatintrovertedIcamersdoinlearningisquiteoppositetotheextrovertedlearners．TheydonotbelieveingroupwodcInstead,theystudyindependentlyorwithsomeoileelsetheya∞qui钯familiarwitll．Oxfordclassifieslearningstylesfromthedimensionsoflanguageinput(sensory)，theprocessoflearning(cognition)andcommunicationpreference(personality)．Thisclassificationcovel"sawidevarietyofstyleissues．Therefore，itisverycomprehensive．BasedOnthiscategory,StyleAnalysis9\n\n太魇c理工大学硕士研究生学位论文Survey(SAS)isdesignedbyOxford，inwhichsheidentifiedfivedifferentaspectsoflearningandworkingstyles。Shebelievedthateverystylehasitsadvantageinlearning．Learners瑚孳supposedtoconfirmtheirstylepreferencesandapplythemwheneverpossible．Apartfromthat，Oxfordpointedoutthatlearnerscarlstretchtheirlesmingstylethroughpractice．T毯sstudyadoptsherquestionnaire．2．2．2．2Reid’SClassificationAccordingtoReid，peoplelearninmanydifferentways,orrather,throughdifferentphysicalsensesorexperiences．Forexample,somepeoplelearnprimarilywiththeireyes，whileotherswiththeir煳mainly．This，infact,isperceptualleamingstylefromthedimensionoflanguageinput．Therearesixkindsofperceptuallearningstyles．Theyale：Auditorylearner：．1earnsmoreeffectivelythroughthe灌(1isteningtotapesorlecmrm,participatingindebateordiscussion,etc)Visuallearner：．1earnsmoreeffectivelythroughtheeyes(studyingcharts,k燃'ningfromseeingwordsinbooks，onblackboardsandintextbooks，删Kinestheticlearner：．1earnsmoreeffectivelythroughconcretebodyexperience(involvingphysicalresponses，role-playing,戚c)Tactileleamcc．1earnsIEtoreeffectivelythroughtouchOmds-onlearning,sucha$buildingmodels,writing,drawing,ctc)Grouplearner：．1earnsmoreeffectivelythroughinteractingwithpeople(groupdiscussion,ctc)Individuallearner：．1earnsmol'eeffectivelythroughlearningindependentlyBased011thesixkindsoflearnings锣les，aquestionnaire,PerceptualLI黼mingStylePreferenceSurvey,isdesignedbyReidin1984．1f1把questionnaireiswidelyusedatpresent．However,itonlysurveyslearners’sensoryorperceptuallearningwhichisonlyoneaspectofl蛐gstyles．2．2．3ClassificationsofLanguageLearningStrategiesEarlierresearchesplacedweightOnthestrategiesusedbysueeessfdlanguagelearnersandclassificationlimitedtoonlyexactleamingtechniqueswhichWaScompiledrandomly．However,withtheresearchesinthisareadeveloping,itWaS脚∞髑删toclassifystrategiessystematically．Comparedwithearlierclassifications,classificationstodayhavebeenmuchmorecomprehensiveandsystematic．Twomajorclassificationswillbepresentedinthefollowingparts．2．2．3．10’Malley&Chamot'sClassificationBasedoncognitivepsychology,0’Malkv&Chamot0990)groupedlearningstrategiesintothreecategories．Theyarcmetacognitvemategies,cognitivestrategiesandsocial／affectivestrategies．10\n\n太原理工大学硕士研究生学位论文Metacognitvestrategiesarconahiderlevelwhichcontainsskillsofplanningfor,momtofingorevaluatingtheUSeoftheothertwogroupsofstrategies．Cognitivestrategiesareskillsdirectlyidentifying，comprehendingandprocessingtheinformation．Social／affectivcstrategiesareskillsthatlearnersusetocreatemoreopportunitiesofexposingtothetargetlanguage，topromoteaffectbetweenpeopleandtoenhanocinteractionswithothersinlearning．0’Malley&Chamot’Sclassificationisguidedbycognitivepsychology,SOthisclassificationputmuchemphasisoncognition．Itseemsthatithasscantdetailsonsocial／affectivestrategieswhicha他alsoveryimportantinlanguagelearning．2．2．3．2Oxford’sClassiflcationOxford(1990)outlinedahostoflearningandconununicationstrategieswhichweregenerallydividedintotwoclass器accordingtohowstrategiesoperatedonlearningprocess．Thetwoclassesa陀directandindirectstrategies．Strategies"thatdirectlyinvolvethetargetlanguagearocalleddirectstrategies”O37)，andthestrategies"thatsupportandmanagelearningwithoutdirectlyinvolvingthetargetlanguagearccalledindirectstrategies"O13)．Thenshesubdividedthetwoclassesintosixgroups(memory,cognitiveandcompensationunderdirectstrategies；metacognitive，affectiveandsocialulldel"indirectstrategies)．Andthesixstrategygroupsagaina∞subdividedintosixty-twoconcretestrategies．SoOxford’Sclassificationissimplebutconcrete．Forexample，gettingtheideaquicklyisaconcretestrategyinthesubcatcgoryofreceivingandsendingmessageswhichisintheuppercategorycognitivestrategies．Takingnotesisanotherconcretestrategyinthesubcategoryofcreatingstructureforinputandoutputwhichisintheuppercategorycognitivestrategies．Thesestrategiesa坞easytorememberforlearnersandoperationalaswell．JustasBrown(1994)said,"hertaxonomyisbothcomprehensiveandpractical”．2．3EmpiricalStudiesonLanguageLearningBeHe矗，LearningStylesandLanguageLearningStrategiesLanguagelearningbeliefs，learningstylesandlanguagelearningstrategiesareallimportantlearnerdifferencesinlanguagelearning．Therefore，sincethe1970s，empiricalstudieshavebeencarriedouttoprovideevidenceforlanguageteachingandlearning．Thefollowingsectionsaretodealwiththeempiricalstudiesvariablebyvariable．2．3．1StudiesonLanguageLearningBefiefsEmpiricalstudiesaboutlanguagelearningbeliefsstartedin1980s．Therehavebeenalotof\n\n太琢理工犬学硕士研究生学仪论文researchesbothathomeandabroadinthepasttwentynlorcyears．ResearchersconductedsurveysOlllearn躺toseehowbeliefsimpaetcdOnlanguagelearningandalthesameti_rn棼,theyfound黼wellthatstudents’beliefsaboutlanguagelearning糊closelyrelatedtolearningstrategiesandlanguagelearningoutcome(Englishachievement，cte)。Forexample,ttorwitz《1988)examinedlanguagelearningbeliesofatypicalgroupofbeginninguniversitystudcmtsusingherquestionnaire03ALTO)andalsoadmittedtheexistenceoftheimpactsofbeliefsOftleamingstrategiesandlanguageachievement．Allinall，p∞viousstudieshaveshownthatk毅拍隅havcstrong,pro-conceivedidensaboutsuchissues黼thellatureoflanguage,teachers’andleam髂’role,madthestrategiesthata恐likelytOworkbest．Whatconltenext锄蟹ti撼deseriptiomofSOI／1时majorempiricalstudiesaboutlanguagelearningbeliefs，2．3。1。1OverallResearchesaboutLanguageLearningBeliefsHorwitzW85011eofthepioneersinstudyinglanguagelearningbeliefs+In1988。sheconductedalanguagelearningbeliefsurveyOn243freshmenintheUniversityofTexasusingBALLIdesigned醣herself．ttet-findingsa建鑫sfollows：moststudenlsagreethatsolnepeople瓣moretalentedtimothersinlanguagelearning,howcvor,theydidnotbelievetheythemselveshavespecialabilityforlanguageleaming；inthea嫩ofnatul'eoflanguageleaming,曩majorityofstudentsregardedtranslationOrvocabularyandgrammarrules躺theirgoal；98*／,ofthesubjectsputpriori移Onprat=tieeandtheyshoweddisagreementto"Youshoulctn'tsaytttlllylhinginEnglishuntilyou"㈨sayiteotre甜y．'；簌large丑稿耪l融ofstudentsbelongedtoimmmacntalmotivation．Saloai＆Gaies(1999)investigated1296Japancseuniversityleam雠'sofEnglishbybothquantitativeandqualitative黼hingmethods．Thequestionnairewasdcvclopoclfor‰JapanesecontextandwritteninJapanese．Therescarelaindicatedthatmoststudents嚣删thattheirEnglishconversation横掇鼹should捷喇oyablc；theyshouldpl'onlotethatlearningbehaviors(MudapracticeWaSbeneficialtolearners)，andthatitiseasierforchildrenthanadultstolearnEnglish．Ontheotha"hand,whatthestudentsdisagr喇mostw《端：satisfactionwithol豫’sprogress,thelimitationsofEnglisheducation,theabilityofJapanesetolearnforeignlanguage(Japaneseairegoodatlearningforeignlanguages)andtheimportanceofproducingcon'cctspeech(YoushouldnotsayanythinginEnglishuntilyouca纛speakitcorr嘁xy)。Thereairetwosimilarities硒氇I-Iorwitz'sresearch0988)inthisrcsc戤h：theyshouldpromotetheirlearningbehaviors(MudapracticeWaSbeneficialtolearners)；thedisagreementoftheimportanceofproducingeorroctsp惯穗(Youshouldnotsayanyt№ginEr,glisht瓣ilyoucansp融iteorrealy)。，12\n\n太原理工大学硕士研究生学位论文Gob,C．C．M．&LiuXuelin(1999)conductedaninvestigationamongtwogroupsoftertiaryEnglishlanguagelearnersintwodifferentenvironmentsusingaquestionnairewhichwasbasedonFlavell’Sthreedimensionalframeworkofmetaeognitiveknowledge：person,strategyandtask．Partofmeirresultsarc"amajorityofstudentsdidnotconsiderthatgrammarwasofprimaryimportance；almosttwo-thirdsofeachgroupagreedwiththestatement，“Lcamingaforeignlanguageisdifferentfromleamingotheracademicsubjects”．Altan,M．Z．(2006)administeredBALLIto248studentsenrolledinteachereducationprogramsatfiveuniversities．Thestudentscalnefromfivelanguagegroups．Thefollowingalethemajorfindingsofthesurvey：(1)Thedifficultyoflanguagelearning：allthelanguagegroupsoverwhelminglysupportedtheconceptofalanguagelearningdifficultyhierarchy；,asubstantialnumberofparticipantsfeltthatamaximumtwoandahalfyearsissufficientforlearninganotherlanguage；themajorityofstudentsweI'egenerallyveryoptimisticabouttheirownprognosis雒languagelearners．(2)Foreignlanguageaptitude：participantsgenerallyendorsedtheconcept’offoreignlanguageaptitudeandspecialabilitiesforlanguagelearning,meanwhile,manyoftheparticipantsperceivedthemselvesashavingspecialabilitytolearnaforeignlanguage；theparticipantsfeltoverwhelminglythatitiseasierforchildrenthanadultstolearnaforeignlanguage．Incontrast，twocommonlyencounteredbeliefsaboOtdifferentiallanguagelearningability(Item11：Peoplewhoaregoodatmathcmati镐ofsciencea代notgoodatlearningforeignlanguages，andItem19：Womenarcbetterthanmenatlearningfbrei乒languages．)werenotsupported、们nlthesa眦majoritybyanyoftherespondentgroups．(3)Thenatu他oflanguagelearning：agreatmajorityoftherespondentsendorsedthestatementsthatthemostimportantpartoflearningalanguageislearningvocabularywordsandthatlearningaforeignlanguageismostlyamatteroflearningalotofgrammarrules，whilemoststudentsdisagreedwiththestatementthatlearningaforeignlanguageismostlyamatteroftranslatingfromthetargetlanguage；(4)learningandcommunicatingstrategies：studentsunanimouslya删withthebeliefofmuchpracticebeingveryimportantandagainmoststudentsdisagreedwiththestatementthatyoushouldn’tsayanyt)ungintheforeignlanguageuntilyoucansayitcorrectly．(5)Motivationsandexpectations：studentswhowouldgobacktotheirOWllcountrytoworkafterlearninghadstronglevelofinstrumentalmotivationbutaverymoderatelevelofintegrativemotivation,whichisalsosimilartoHorwitz’Sresearchfinding．InChina，therea坞someresearcherswhohavedonesomeovcraUresearchesaboutlanguagelearningbeliefs．Mostofthemarecollegeteachersorprofessors．13\n\n太原理工大学硕士研究生学位论文DaiWeidong(2002)surveyed54EnglishmajorsfromQufuNormalUniversitywithaquestionrtairedesigned0nthebasisoftheresearchesbyWenQiufang,Wang$houyuanaridHorwitz．熊equestionnairew糙dividedintofiv霉partswhichwe端thesame懿I-Iorwitz’s．薹薹efoundthatmoststudentsheldpositiveattitudetowardslanguagelearningaptitude．Intermsofthedifficultyoflanguagelearning,moststudentsagreedwithlanguagelearningdifficultyhiera纯hyandEnglishⅥ壤s鑫mediumleveldiftieultlanguage。Inadditiotl,ovclrhalfofthestudentsthoughtlisteningwasi1101嘭difficultthanreading．Inthenatureoflanguagelearning,amajorityrealizedthecloseconnectionb娃we锄language姐dculture．Alsointhiscategory,lllOlrcthanhalfofthestudentsbelievedvocabularyandgrammarwe糟themostimportantpartinEnglishlearningwhileonlyasmallproportionthoughttranslation甍嚏sthemostimportantin＆glishleaming．Inlearningandcommunicationstrategies，studentsheldpositivebeliefsaboutbothtraditional(1isteningtotapes,repeatedpractice,etc。)andcommunicative(guessingwords,talkingwithnative踺噱ake鹉，elc)strategies·LuMin(2005)administeredunmodifiedBALUto55seniorF．嘴lishmajorsofForeignStudiesImtituteof$handongUniversity．Luhi鲥ightedthefollowingf'mdings：Inlanguagelearningaptitude,alargeproportionofstudentsheidthatelaildrcna糟betterinEnglishlearningthanad!tlltsandtheyhadpositivebeliefsaboutlanguageleamingaptitudebuttheylackedself．．eonfideneeinthemselvesinlanguagelearning．Inthediflieultyoflanguagelearning,there啊饿saunanimousandpositiveansw惯tothehierarchyoflanguagelearningdimedty．Agreatmajorityofstudentsshowedtheycouldl／laStcirEnglish．Morethanhalfofthestudentsgavenegativeallswcrtotheitemthatlisteningiseasierthanspeaking．Studentsheldvariousall,weirsontheitemthatreadingandwriting锄潜easierthanlisteningandspeakillg．Inthenatureoflanguageleaming,studentssharedpositiveattitudetowardsItem3'12and27，andnegativeattitudetoItem23and28Oilthewhole．Inleamingandeommtmieativestrategies,almostallstudentsbelievedthatprommeiationandmuelapracticew饿veryimportantinlanguagelearning．AstoItem幺鑫霉-eatnumberofstudentsanswerednegatively,butthere、】lI讹stillone-fittlaofstudentsgavepositive棚侧ertoItem22．Studentsshared墨stronglevelofimtrumentalmotivationwhichissimilartotheformerresearches．Inaddition,SuXiaojun0997)studied69Englishmajorsabouttheirchangingtendelaeyoflanguagelearningbeliefsandtlaepossiblel'eti∞laSofthed姗咖usingbothqualitativeandquantatiwresearelaingmethods，争陋Oiuf弛(2001)surveyed3797studentsfroml辩lvcnuniversitiesoffourprovincesandfoundthatit麟找Io臻importanttopraetieealotinfour逝羝thantolllastcr14\n\n太原理工大学硕士研究生学位论文EnglishknowledgeandstudentsdidnotapproveofthewayoflearningEnglishthroughtranslationⅥ何Guoxin(2001)talkedaboutthefreshmen’Smisunderstandingofforeignlanguagelearningandoff,redtheconvertingtheoreticalbasistothemisunderstandings．Healsopointedoutlearning册坞c(belief)wastheintrinsicmechanismofstudents’learningactivities．Ifimprovedscientific,ally,itwouldbebeneficialtobothlearningandte∞hing．LiZhewei(2007)didaresearchonnon-EnglishmajorsandfoundthatsomestudentsheldmistakenbeliefsaboutEnglishlearning，thatlittlesignificantdifferenceonbeliefsbctwecllhigh-andlow-proficiencygroupswasfoundandthatthereasonforlowachievementinEnglishWasthatlearnersWCI'enotabletoguidetheirlearningwithc,OrTCCtlanguagelearningbeliefs．OveralllearningbeliefresearchesWCI[℃alsoconductedinmiddleschoolsinrecentyears．MaoQingqing(2005)inv嚣tigatedfouraspects(aptitude，nature,learningandcommunicationstrategiesandmotivation)of100studentsfromsomekeyandordinarymiddleschoolsbyaquestionnairedesigned蚓xndingtothestudiesbyHorwitz,RichardsandWmQiufans．mstudyparallelsLuMin's(2005)studyexceptthatlessthanhalfofthestudentsa刚withthemlentforlanguagelearning．Inthesameyear,ZhouZhizhongconductedasix·aspect-belief(Englishlearningaptitude,thedifficultyofEnglishlearning,thenatureofEnglishlearning,oralcommunicatiom，motivationsandlearnerautonomy)investigationon225students．’n址questionnai他wasdesignedbasedonBALUandWen’Squestionnaire．-11hi8studyalsoshowedsimilarresultstoMaoOingqing'sstudyexceptfortwoaspects：thedifficultyofEnglishlesmingandlearnerautonomy．田地resultsofthetwoaspectsare-1)mdifficultyofEnglishlearning：71．3％ofthestudentsthoughtEnglishisdifficultorverydifficultand75％ofthestudentsbelievedthattheyWI奠'CcapableoflearningEnglishwell．2)I．．威llal,rautonomy：generally,studentshaveacertainawarenessoflesm,rautonomy．2．3．1．2RelationshipbetweenLanguageLearningBeliefsandLanguageLearningStrategiesResearchershavebeentryingtounderstandhowlanguagelearningbeliefsinfluencelearners’behaviors．Lcarncrs’behaviorsmay,tosomeextent，refertoleamers’strategiesinlearningaforeign／secondlanguage．Severalmainresearchesa他tobedescribedinthefollowingparts：Wenden(1987)studied,usingsemi·structuredinterview,languagelearningbeliefsontwenty-fiveadultsenrolledintheadvancedlevelclassesoftheA田涮canLanguageProgramatColumbiaUniversityandexploredtheconnectionbetweyellthesebeliefsandstudents’self-reportsoflanguagelearningsU'ategies．Shefoundthatstudents’describedlanguagelearningstrategiesa他consistentwith15\n\n太麟理工火学硕士研究嫩攀位论文theirprofessedbeliefsaboutlanguagelearning：“Learnerswhoemphasizedtheimportanceofusingthelanguagewouldoftenutilizecommunicationstrategies．Ontheotherhand，learnerswhoemphasizedtheimportanceoflearningaboutthelanguagetendedtousecognitivestrategiesthathelpedtbemtobetterunderstandandrememberspecificitemsoflan。mmge．'(p．109)Whenconductinganexperimentalstudyofexaminingstudents'attitudechange,Mantle-Bromley0995)alsomeasuresthebeliefsofthemiddle-sebool-agedstudentsaboutlanguagelearningbyusingBAI．IJandfindsthatlearnerswithrealisticandinformedbeliefsare黼likelytobehaveproductivelyinclass，workharderoutsideclass，andpersistlongwithstudy(citedinLiZhewei,2004)．"fangN．＆0999)administeredanEnglishh峨Questionnaire,consistingofHorwitz'sB龇Oxford'sSILLandself-designedquestions，to505Taiwaneseuniversitystudents。Thisstudywasmainlyabouttherelationshipbetweenlanguagelearningbeliefsandstrategies．Theresearchergotfourtypesofbeliefsandsixtypesofstrategiesthroughfactoranalysis．Thefourbeliefswa潜：艚lf-cfficacyandexpectationaboutlearningEnglish,perceivedvalueandnatureoflearningspokenEnglish,beliefsaboutforeignlaaguageaptitudeandbeliefsaboutformalstudies．Andthesixeategofiesofstrategies懈：functional删∞strat豳,cognitive-memorystrategies,metacognitivestrategies,formaloral-practicestrategies,翻崩strategiesandcompensationstrategies．1鼍捻researchshowedthatthefirsttWObelief惫髓粥一tself-efficacyandexpectationaboutlearningEnglish,andperceivedvalueandnatttreoflearningspokenEnoh难---Werecloselyrelatedtothetl辩ofallsixgroupsofleamingstrategies,whilethethirdbelieffactor-beliefsaboutforeignlanguageaptitude--wasconnected蜥mthefirstthreestrategyfactors。i．e．functionalpracticestrategies,cognitive-memorystrategies,andmetacoguitivestrategies．Thefourthbelieffactor-beliefsaboutformalstructuralstudies--hadasignificant，negativecorrelationwiththefirststrate韶faetor．Inotherwords,thebeliefsaboutformalstruetttralstudiesWerelikely协discouragethe澉offunctionalpracticestrategiesbythelanguagelearners蛰528-529)。Theauthorconsideredtherelationshipbctw铋tlbeliefsandstrategiescyclical_,notcausative．WenQiufang＆WangHaixiao(2001)studiedtherelationsofthreetypesofbeliefs(formal-practicingbeliefs，functional-practicingbeliefsandmother-tonguereliancebeliefs)andthreetypesofstrategies(formal-practicingstrategies，funetioml-praetieingstrategiesandmother-tonguereliall心感strategies)．3797studentsof螂∽enuniversitiesansweredar辩lf-desiguedquestionnaire．Theyfoundintheirsurveythatthestrongerthestudentswegeinacertainbelief,themoretheywould龇a16\n\n太原理工大学硕士研究生学位论文relativestrategyinlearningpractice．Interestingly,anthethreetypesofbeliefsimpactedtheirrelativestrategiesinvariousdegrees．Theauthorsthenputforwardthatifonecalledforlittleefforttochangebeliefsintobehaviors，thentheimpactofbeliefonstrategywouldbegreat，andonthecontrary,ifonereqmredmuchefforttotransformbeliefsintobehaviors，theimpactofbeliefonstrategywouldbelittle．Thesameyear,WenQiufangcompletedadynamicresearchaboutthechangingmlesandpropertiesofmotivation,beliefsandstrategies．Theresearchshowedthesimilarresultthatthestrongeroneheldacertainbelief,themorehe／shewoulduseacertainstrategyaccordingly．Besides，Wenfoundinthisresearchthatbeliefswereratherstable，thatisonceformed,beliefswouldnoteasilybechanged．GeBingfartg(2006)didaresearch011therelationshipbctwcenlanguagelearningbeliefs,motivationandstrategies．Whatwasdifferentfrompreviousresearcheswasthatinthisresearch,thesubjectsWCl'emorethanfivehundredmiddle∞hoolstudentsinsteadofcollegeoruniversitystudents．Thequestionnaireadoptedwaso∞byWenQiufang(2001b：384-385)．Theauthor乎Ii玎耐similarresultstothoseofWenQiufangandWangHaixho’S(1996)：languagelearningbeliefsWe：recloselyrelatedtostratcgies．Inaddition,thereareother“笃e锄℃hesfindingcloserelationshipbetweenlanguagelearningbeliefsandlearningstrategies：ZhaoJunhua(2002)，Yuanetal(2000，YuXue-mei(2007)and场Shuhua(2006)whofoundcloserelationshipbc咐∞nlanguagelearningbeliefsandlearningstrategies。butLcifoundlittlecorrelationamongseniorgradeonemiddleschoolstudents．2．3．1．3RelationshipbetweenLanguageLearningBefiehandSecondorForeignLanguageAchievementTheresearchesOntherelationshipbetweenlanguagelearningbeliefsandachievementsoriginatedfi'omtheresearchesonlanguagelearningbeliefsandstrategies．Asisknowntous，languagelearningstrategyisoneofthefactorsdeterminingachievement(wenQiufang，1996：quotedfromHuzhijun,2007)．Solanguagelearningbeliefsshouldbeanimportantfactorimpactingachievements．Throughinterviewandthink-aloudtasks。Abraham&Vann(1987)foundsomeevidencethatbeliefsmightaffectlearningachievementsinacasestudyoftwolearners，GeIardoandPedro．Intheir吣theword"philosophies”wasadoptedtorefertolanguagelearningbeliefs．Gerardoseemedtohavesuchabeliefthatlanguagelearninginvolvedinfunctionandform．Onehadtoknowtheexactwayofformsenablinghim／hertocommunicate；meanwhile,theformsshouldbepreciselyusedinformalsituations．Thismighthaveconm'butedtoahigherSCOreforGerardo．Ontheotherhand,Pedro17\n\n太原理工大学硕士研究生学位论文seemedtoeomiderlanguageaSetofwords．Hedidnotpaymuchattentiontoforms．It、棚0．K．forhimtojuststringwordstogethertoeommtmieate．Thismightbe觚interpretationforhisSUCCESSin"tmsophiseated"oralcommunication．It麟theirconclusionthat"leametshave．atsolnelevelofeomeiousness，鑫philosophyofhowlanguageislearned+飘邀蛳losophyguidestheapproach氇哆takeinlanguagelearningsituations,whichinturnismaaifestodinobservable(andunobservable)strategiesusedinlearningandeommtmieation,andthey(strategies)directlyinfluencethedegreeofSUCCESSoflearnersachieveO96)．WenQiufang＆WangI-tai】【iao0996)surveyedlllOrethala1000studentstoexamJiletherelatiomhipbetweenlearnerfactorsandlanguageaehievernentsusingtwoinstnmaents：CET4andaquestionnaireaboutstudents’languagelearning．TheyfoundthatnobeliefscouldbestpredictEnglishachievements．Whencomparingthehighandlowscoregroups，theyfoundthereWaSsignificantdifferencebctw∞bltlthetwogroupsinbeliefsystem,which啊馈sidentifiedaSwellbyMaXiaomei娃越(CitedinLiuRunqing&DaiMane,hun,2003)andWangY'tmin(2006)．YoshLkoMod0999)conductedasurveyinfouruniversitiesoftheUnitedStates．187collegestudentslearningJapanese雒aforeignlanguagecompletedabeliefquestionnaire．Fnetoranalysisidentifiedsixdimensiomoflanguagelearningbeliefs，namely,KanjiIsDifficult，AnalyticApproach,Risk-taking,AvoidAmbiguity,Japanes恣IsEasyandRelianceOilL1．Itw瑟foundthatJapaneseIsEnsywascorrelatedwithallthelk?,hic'o'c'melllvariableswlaielamealltthatlcam蕊whoeomidered鑫targetlanguageeasytendedtolearnbetterthanthoseseeingitasditfieult．TanZhi＆LiaoJianping(2001)investigated240studentsofGuangdongForeignStudiesusing&questionnairebased011ttorwitz'sandMoil’s．Throughprinciplecomponentanalysis。粼帆componentsoflanguageleamingbeliefsw剖℃identified：self-confidence，vocabulary,relianceOnmother-tongue，mk-taking'唰abilityforlanguages，integratedwaysandmotivation．mcorrelationanalysisabouttlaebeliefsandEnglishachievementsshowedthatrisk-takingWaSIx搀itivdyrelatedtothetotal＆滔娥SCOt罄andthe8COI'CSofeachst，c,tiolLRelianceOnmother粕nguehad霉negativecorrelationwithvocabularyandelozctests．2．3．2StudiesonLearllingStylesResearchesaboutlearningstyleshavebeengoingOnfor11301"0thantiityyearsandtheresearchershavegraduallydiscoveredthat吐峭∞a他i10good01"badlearningstyles．Instead,learningstylesa鹏valuellCtltl菌．Therefore，thefocusofresearchesistof'mdOUtindividuallearningstylesmadintegratetlacmwithlanguageteachingandlcaminglg\n\n太原理工大学硕士研究生学位论文Reid(1987)，apioneeroflearningstyleresearch，conductedalearningstylepreferencesurveyamong1388studentsofvariouslanguagebackgroundsinColoradoStateUniversityusingherself-designedperceptuallearningstylequestionnaire．Theresearchgavethefollowingfindings：nonnativespeal【er$oftendiffersignificantlyfromnative8pcakcrsinlearningstylepreferences；studentsstronglypreferredkinestheticandtactilelearningstyles；malespreferredvisualandtactilelearningmorethanfemales；ChincscstudentsWerOstrongauditory,visual，kinestheticandtactilelearners；statisticalanalysisdidnotresultinsignificantdifferencesbetwccllhigh-andlow·SCOreachieversinlearningstylepreferences．WangChurning(1992)administeredReid’Squestionnaireto490EnglishmajorsrangingfromfreshmentoseniorsinEnglishDepartmentofGuangdongForeignLanguageStudies．Theresearchshowedthatamajorityofstudentsgamedthehighest．Y虻orcintactilelearningstyleandthelowestingrouplearning．Therewasconnectionbetweenlanguageachievementandicamingstyles．YuXinle(1997)studiedthecognitivestylesof149undergraduateEnglishmajorsofBeijingNormalUniversity,DiplomaticUniversityandBeijingLanguageUniversitywithcognitivestyletestbyKeefeandMonk．YufoundthatthereWa．qnoobviousgenderdistinctioninlearningstyles，thatlearnerspreferredanalysis，spatialthinkingandmemory,andthatonlythecognitivestylesconcerningwithmemoryandinformation-processingabilitywe∞relatedtolanguageachievements．HuangYing(2000)examinedtheaffectivelcamingstylesof100adultlearnerswithMyers-BriggsTypeIndicatorinYunnanNormalUniversity．Theresearchshowedthatlearnerstendedtobesensing,perceptive，thinkingandintrovertinstylepatterns；malestudentspreferredperceptionwhilefemales，intuitionandintroversion．MaXiaomeictal(CitedinLiuRunqing&DaiManchun,2003)carriedoutaninvestigationamong114non-EnglishmajorsinfourcollegesofXi’allCommunicationUniversity．Theinstnnnentwasself-madecombiningfivestyleinstruments(贼止Oxford,Myers，DunnandKeefc)．Thestudyshowedthatstudentstendedtobevisual，hand-on,independent,analyticalandreflective．ConcernedwithlanguageachievementWerCgroup-oriented,independent—dependent,analyticalandserialistleamingstyles．Thosewhohadhigh8COre8inCET4WerCindependent，analyticalandserialist，whilethosewithlowscores，group-orientedanddependent．CuiMinandChenJie(2005)conductedastudyOIl149universitystudentsbyusingtheLearningChannell：懈erelleeChecklist(LynnO．Brien,1990)，surveyingonlythreeaspectsofstudentlearningstyles：visual，auditoryandhapficstyles．1nbeydividedthesubjectsintofourgroups：scienceboys，19\n\n太原理工大学硕士研究生譬位论义science蛐。artboysandartgil髓．Thefollowingaretheresultsofthestudy：studentsWereallhighlyvisualwithartgirtstakingtheleadandscience爵杰hadthelowestSCOreinvisualcategory；inbothauditoryhapticcategorieslartboysshowedamuchhigherpreferencethantheothergroups．HaoMeiandFuHongxia《2006)conductedacorrelationstudybetweenmultipleintelligences,learningstyles，learningstrategiesandEnglishachievements．Threequestionnairesconcerningthethreevariablesanda13Englishtestwcreemployed．Theresultsshowedthatstudentspreferredindividual,auditoryandvisualstylestokinestheticandgroupstylesandmostfrequentlyemployedstyleWaSindividualstyle．Intherelationbetweenlearningstylesandstrategies，memorystrategywassignificantlycorrelatedwithvisualandindividuals锣les；cognitivestyle．withindividualandkinestheticgyles；coitionstrategy,withauditoryandgroupstyles；andsocialstrategywasinsignificantcorrelationwithgroupstyle．AstOlearnings哆奴andEnglishachievement，onlyindividualstylecorrelatedwithEngiishachievement．2．3．3StudiesOnLanguageLearningStrategiesStudies011languagelearningstrategies喇gmatedincognitivetheoriesandf埘tfulfindingshavebeenobtainedsincethe1970s．Researchesinthisfieldhaveshoweddifferentstrategiesusedbysucccssftdandlosssuccessfullearners,therelationshipbctwe鼹-11languagelearningstrategiesandEnglishachievement,andtherelationshipbe嘲eenlanguagelearningstrategiesandlearningstyles。20．3．1SuccessfulandLessSuccessfulLanguageLearnersEarlyresearches棚呤mostlyabouthow“goodlanguageleamen"I髑I蹴RubinandNaimanaretwofamouspioneersinthisfeld．Rubin(1975)foundSeVentypesofstrategiesusedbygoodlanguageleamersthroughobservinglesmersofmixedagesinclassroomsettings．Naimaneta1．(1978)identifiedfivestrategiesofgoodlearnersthroughinterviewandquestionnalmdata．Butresearchersfoundthatthestrategiesusedbygoodlearnerswerealsousedbylearnerswhodidpoorlyinlanguagelearning。Thereforeitwasnecessarytocomparesuccessfulandlesssuccessfullearners．。Huang&VanNaersson(1985)companxttwentyhigh-andlow-proficiencyChineseleamenofL2EnglishinChinath嘲questionnaireandinterview011the峨offormalpractice,functionalpracticeandmonitoring．Theyfound110significantdifferences,bctweellthetwogroups，informalpracticeandmonitoring．However,thereweresignificantdifferencesforsomefunctionalpracticestrategies：speakingL2withothers,thinkinginEnglishandparticipatinginoralgroupactivities．AbrahamandVann(1987)conductedacasestudythroughinterviewandthink-aloudtasksandtheyfoundGerardo。the鑫羚嘲鲒learner,used鑫greatervarietyofstrategiesthanPedro,theless2n\n\n奎墨墨三奎兰堡主堡壅竺兰垡堡茎succmsful011e．Thereareotherstudies(Rubin,1981；0’Mallcyctal，1985；etc)carriedouttoexaminepattamsofbehaviorthatservedaspredictorofsuccess．AriaHalbach(2000)investigatedstudents’languagelearningstrategyUSebylookingat73studentdiaries．Byanalyzingthediaries，theauthornotedthattherewasagreatdifferencebetweensuccessfulandlesssuccessfulstudents，theformerbeingtheonesthatusestrategiestoagreaterextent．OsamuTakeuchi(2003)conductedaqualitativestudyintheJapaneseforeignlanguage(FL)contextaboutgoodforeignlanguagelearners．Theauthoranalyzedthestrategy啪reportedin67books011‘‘howIhavelearnedaforeignlangnage．”Resultsshowedtherearesomcstrategiesuniquelyprefg目rredintheJapaneseFLcontext．Theywe鹏：(1)metacognitivestmtcgi岱relatedtom扣【iIniziI喀inputand，aboveall，theopportunitiestouseaforeignlanguage；(2)skill-specificstrategiesrelatedtOconsciouslearning；(3)memorystrategiesrelatedtointernalizingthelinguisticsystem；and【4)cognitivestrategi嚣forpracticing,such∞imitating,shadowing,andpsttem-practicingQ389)．TheauthoralsonotedthattheUSeof剐)皿忙strategiessea：nstObecloselyconnectedtoac酬tainstageoflearning．ChineseresearcherWenQiufang(1995)explored,throughinterview,diary-keepingandreading，thedifferencesinlearningstrategiesemployedbyasuccessful"§mdent(WangI-long)andanumuccessfulone(LiHua)whoWerebothEnglishmajorsofauniversityinNanjing．Ther黜：archindicatedthatthelearners’differentchoicesoflearningstrategiesconm'butedtotheirEnglishproficiency．MaGuanghui(1997)investigated12freshmeninuniversityinNanjingusingWCll'Squestionnaireaboutlearningstrategies．Tengroupsoflearningstrategieswereproducedafteranalysis．Whencomparingthestudents，Mafoundthatlow-懿D他studentstendedtOuscrotememorizationmorethanhigh-scorestudontsdid．And110significantdifferencesWCrefoundintheotherninegroupsofstrategies。indicatingthatthestrategiesemployedbylesssuccessfullearnersmaynotbenecessarilyfewerthansucc髓sfullanguagelearners．QmXiaoqing(1998)conductedaninvestigation011211postgraduates,comparing70high-andlow-proficiencyEnglishlearners．Thestudyshowedthatthetwogroupssignificantlydifferedinform-focusedandmother-tongnestrategies．InChina,thereare80mcresearchestakingmiddleschoolstudents嬲subjects：MengKun(2004)TangLihua(2005)，ZhuQiyong(2005)，QinZhiqiang(2005)．2l\n\n太原理工大学硕士研究生学位论文ZhuQiyong(2005)investigatedfivetypesofstrategies(metacognitive，cognitive，soeiaVaffective,mother-tongueandmemorystrat嚼es)amongeighthundredandseventy-oneseniorstudentsofsixcitiesinShandongProv／neethroughaquestionnairedesignedaccordingtoOxford,WuYi’anandWenQiufang．Statisticsshowedsignificantdifferencesbctwcenhigh-andlow-prociencygroupsinthefiverespectsofstrategies：metaconitiveandmemory,extremelydifferent；mother-tongueandsocial／affective,verydifferent；andcognitive,different．High-proficiencygrouphadalowerscorethanlow-proficiencygroupinmother-tonguestrategi馏whichmeantthatlow·proficiencystudentswe他dependantmoreOllmother-tonguestrategiesthanhigh-proficiencygroup．ThisparalleledWenQiufang’s(1995)studythoughsubjectsweredifferenLQinZhiqiang(2005)surveyedfourtyposofstrategies(cognitive,communicative,metacognitiveandreso擞strategies)among1518studentsineightseniorhighschoolsacrossthecountry,usingquantitativemethod。Qinfoundseniorhi．ghschoolstudentswe愆mediumstrategyUSerSandtherew粥significantdifferencesbetweenhigh-andlow-proficiencygroupsinthefourstrategies．MengKun(2004)andTangLihua(2005)hadasimilarresult：mudents珊notawareofstrategyusegenerallyandcomparedtopoorstudents，goodstudentswereactiveincognitivestrategiesthoughtheyconductedtheirresearchesondifferentsubjectsandindifferentregions．Fromtheseresearchfindings，itmaybeconclndedthatsuccessfulandthelesssuccessfullanguagelearnersallemploycertainstrategies,butwhatdiffersbctwoelithemisthechoiceandfrequencyofstrategyuscfordifferenttypesoflearners．2．3．3．2RelationshipbetweenLanguageLearningStrategiesandSecondorForeignLanguageAchievement11恃researches伽learningstrategiesandsecondlanguageachievememsbeganinthe1980’SImostofwhichwcredonebyquantitativemethod．Bialystok(1981)surveyed157highschoolstudentsstudyingFrenchinCannada．SheusedaquestionnairetocollectinformationORtheuseoffourstrategies(functionalptaotice,formalpractice,monitoringandinferencing)inoralandwrittentasks．Resultsindicatedthatonlyfunctionalpracticeconnectedwithsecondlanguageachievement．Bialystok'sstudywaslatersupportedbyHuang&VanNaersson．In1985，theyadministeredastrategyquestionnairetosixtyEnglishmajorsinOuangzhouForeignLanguageInstitutefocus堍Onformalpractice,functionalpracticeandmonitoringstrategies．Significantcorrelationwasfoundbclwconfunctionalpracticeandsecondlanguageproficiency．Therearemanyotherstudieswhichhaveshowed蠹围萎crelationsbctwecIllearningstrategiesand22\n\n太原理工大学硕士研究生学位论文languageachievements．AmongthemarcGreen&Oxford(1995)，Dreyer&Oxford(1996)；Brenmer,(1999)；CarolGriffiths(2003)；KyungsimHong-Nam&AlexandraGLeavell(2006)．AlltheirresearchfindingsrevealedstrategyUSecorrelatedwithachievementstovariousdegrees．InChina,therearealsostudiesonthisrespectwhichgaill。dsimilarresults．WenQiufang&R．K．Johnson(1997)foundvocabularyandmother-tongue-avoidancestrategiespositivelyaffectedTEM-4achievementsbuttolerating-ambiguitystrategieshadanegativerelationwithTEM-4achievements．Wen&Wang(1996)indicatedthatmother-tonguestrate影USerSmightgetlow∞．,OreSsimilartotheaboveresult，andthatformalpracticestrategieshadpositivecorrelationwithEnglishachievementwhichwascontrarytoBialystok(1981)andHuang&VanNaersson(1985)．Inrecentyears，researchesaboutmiddleschoolstudentsinthisrespecthavebeenbooming：ZhangWenpeng(1999)，JinAiying(2003)，YangHongxia(2003)，GeMinggui&JinYu(2005)．QinZhiqiang(2005)．ZhangWenpeng(1999)investigatedlanguagelearningstrategyuseamong741middleschoolstudentsinSichuanandfoundthatcompensationandmetacognitivestrategieswc吒mostpreferredandaffectiveandmemorystrategieswereleastused．JinAlying(2003)surveyed55seniorgradetwostudents，usinga38一itemquestionnaireandfoundapositiveinfluenceofmG'拙M'yandmetacognitivestrategiesuponEnglishachievement．YangHongxia(2003)alsofoundsignificantcorrelationbetw嘲achievementandthreestrategies。namely,metacoguitive,cognitiveandsociaYaffectivestrategies，especiallymetacognitivestrategieswcrcextremelycorrelatedwithE呼ishachievement．GeMinggui&JinYu(2005)’Sstudyshowedacorrelationbe=twcenmctacognitvestrategiesandachievement．QinZhiqiang(2005)foundcorrelationsbctw∞=nEnglishlearningstrategiesandacldevementwiththegreatestinfluenceofcognitivestrategiesuponachievement．Theseresearches，thoughcarriedoutindifferentsituations，s锄toindicatethereisrelationshipbetweenstrategiesandsecondorforeignlanguageachievement．However,therearcsomeresearchers,likePolitzer&McGroarty(1985)。whoheldoppositeviews．Therefore，further$；t1]diesinthisaspectarcneeded．2．3．3．3RelationshipbetweenLanguageLearningStrategiesandLearningStylesMostresearchersbelievethatlanguagelearningstrategiesarccloselyrelatedtolearningstyles．EhrmanandOxford(1989)investigated78adultmbjccts璐ingMBTIandSILLandfoundthatextravertsweremorelikelythanintrovertstol娣affectiveandvisualizationstrategies，whileintrovertsmorefrequentlythanextrav酏usedstrategiesforsearchingforandcommunicatingmeaning．Inthesanlestudy,theyfoundthatintuitive-typepeople,comparedwithsensing-typepeople．,23\n\n太原理工大学硕士研究生学位论文usedmorestrategiesforsearchingforandcommunicatingmeaning,buildingmentalmodelsofthelanguage，璐il壤thelanguageforauthenticcommunication,and蝴gil培emotions．Rossi-Le(1989，citedfromOxford&Ehrman,1995：362)discoveredasignific襁trelationshipbetweensensorypreference(visual，auditory,facile,andkin然thetic)andoverallstrategyuseandanumberofothersignificantrelationships。Forexample,auditorylearnersusedmemorystrategi髂significantlymoreoftenthandidstudentswhopreferredvisual，tactile,andkinestheticSCIlS岱．Tactilestudents，comparedwithothers，showedsignificantlygreateru辩ofstrategiesforsearchingforandcommunicatingOxford&Ehrman(1螂)investigatedstrategyuseof520higillyeducatedadultsintheUSAandthroughMBTI，TDIandSILL,辆彰studiedtherelationshipbetweenstrategyandstyle．StatisticalanalysisshowedthattheUSeofmctacognitivestrategieswassignificantlycorrelatedwithclosure-orientedpmollalitytypeandsocialstrategyusa湛tendedtobeextrovertedandopcmLiuYan(2000)foundinastudyinvestigatingjuniormiddleschoolstudentsthatperceptuallearningsty：lesstronglyinfluencedthechoiceofstrategies．HaoMeietal(2006)exploredtherelationshipbetweenlearningstrategiesandlearningstyl镐whichshowedmemorystrategywassignificantlycorrelatedwithvisualandindividualstyles；cognitivestyle,withindividualandkinestheticstyles；compensationstrategy,withauditoryandgroupstyles；andsocialstrategywasinsignificantcorrolationwithgroups母le．LiJieandQinXiaoqing(2006)investigated187second-yearundergraduates，usingquantitativeandqualitativemethods．Theyfoundthatlearningstyleshadasignificantinfluence011leamers’2．4SummaryoftheChapterThischaptercanbedividedintothreepal瞳s：onepartistheintroduaionofsomerepresentativedefmitiomandcharacteristicsoflanguagelearningbeliefs。learningstylesandlearningstrategies；镄撼istheclassificationsaboutlanguagelearningbeliefs,learningstylesandlearningstrategies；anoth簋Thefirstpartpresentsthedefinitionsofthen联∞variables．Researchersandlanguageteachershavedefinedlanguagelearningbeliefsfromdifferentperspectivesandhencetheproductionofvariousterms．Nomatterhowtheydefineandwhattennstheygive，therearesomecharacteristicsincommon：languagelearningbeliefsa糯翻撇subjectiveunderstandingsandopil畦oIlsofindividtmlswhich,olK宅24\n\n太原理工大学硕士研究生学位论文formed,willnotchangeeasily；thesebeliefsaresystematicandhavepotentialitytoguideleamers’languagelearning．Fromthedefinitionsoflearningstylespresentedinthischapter，somefeaturesoflearningstylescanbeobtained：theyalestableonc4：formed；everyonehashisorherownpreferredlearningstyle；stableaslearningstylesare，theyarenotunchangeable．Languagelearningstrategiesareusuallyconfusedwithlearningstyl岱，buttheyareactuallydifferent．Languagelearningstrategies，accordingtothevariousdefmitions，aregeneralapproachesandspecifictechniquesusedbylanguagelearnersandtheyvarydepending01'1differentlearnersandleamingtasks．Thesecondpartofthischapteristheclassificationsoflanguagelearningbeliefs，learningstylesandlanguagelearningstrategies．BothHorwitz’SandWenQiufang’Sclassificationsoflanguagelearningbeliefsarepresentedinthischapter．Horwitz’Sclassificationisapioneeringorefamousathomeandabroad．Languagelearningbeliefsaredividedintofivemajoran习瞎inherclassification．ThisclassificationisdonemainlyfromthehnLmers’perspective，integratinglearners’viewsonthetargetlanguageandlearnersthemselves．Thisstudyiscarriedoutund叮thisclassification．WenQiufang’SclassificationisinfluentialinChina．Wendividesbeliefsintotwoparts：managementbeliefsandlanguageleamingbeliefs．Languageleamingbeliefsaredividedintothreetypcs．Wen’SclassificationisrelativelysystematicbutitisstillwaitingtObeidentified．Forleamingstyleclassification,Oxford’SandReid’sclassificationsarcpresented．OxforddividesleaYningstylesintoeleventypeswhichbelongtothreeuppercategories：sensory,cognitiveandpersonalitylearningstyles．Oxforddesignedherquestionnairebased011thisclassification,coveringthreea嘲soflearningstylesanditiscomprehensive．ThisstudyadoptsOxford’Sclassification．Reidclassifiedonlyperceptuallearningstyles，whichisonlyoneaspectoflearningstyles．Twoclassificationsoflanguagelearningstrategiesarcpresented．Theyarc0’Mauey＆Chamot’SandOxford’Sclassifications．0’Malley＆Chamot’SclassificationisguidedbycognitivepsychologyandhasscantdetailsOnsocialandaffectivestrategies．Oxford’Sclassification,ontheotherhand,coVCfSallthethreeareas．Itissimple,concreteandoperational．Oxford’Squestionnaireisadoptedinthisstudyforthisr伐ison．Thethirdpartdealswithempiricalstudiesoflanguagelearningbeliefs，learningstylesandlanguagelearningstrategies．Empiricalstudiesarestatedfromthefollowingaspects：theoverallresearchesoflanguagelearningbeliefs，therelationshipbctwc宅nlanguageleamingbeliefsandlanguagelearningstrategies，therelationshipbctwc髦'Tllanguagelearningbeliefsandsecondorforeignlanguageachievement,studiesOlllearningstyles，successfulandlesssuccessfullanguagelearners，therelationshipbetweenlanguagelearningstrategiesandsecondorforeignlanguageachievement,the25\n\n太廉理工大学硕士研究生学位论文relationshipbetweenlanguagelearningstrategiesandlearningstyles．\n\n太原理工大学硕士研究生学位论文ChapterThreeMethodologyFirstly,thischapterintroducestheresearchquestionsinthisstudy．Secondly,itbrieflydealswiththespecificprocecluresofthestudy,includingtheselectionofsubjectsandinstruments，datacollection,anddataanalysis．3．1ResearchQuestionsThe伽'rentstudyistoexplorelanguagelearningbeliefs，learningstylesandlanguagelearningstrategiesofthestudentsinalocalselliormiddlesch001．Thefollowingalethemainquestionstobe1．Whatarethebeliefsheldamongstudents?2．Arcthereanysignificantdifferencesbeh嗍studentswithhighsc-Dresandthosewithlow3．Whatarethebeliefsthatbenefittheirstudy?4．Whatalethelearningstylepreferencesofstudents?5．Whata化thelearningstrategypreferencesofstudents?6．Whatistherelationshipbetweallearningbeliefs，learningstylesandlearningstrategies?7．Howdo[anguagelearningbeliefs，learningstylesandlanguagelearningstrategiesimpact3．2SubjectsThreehundre=clandtwentystudentsWCTCchosenfromChangzhiNo．1MiddleSchool，ChangzhiNo．2MiddleSchoolandChangzlliNo．5MiddleSchoolinChangzhi，ShanxiProvincetoconductthisstudy．Allsubjectswe陀fromseniorgradeonewith161malesand159females．3．3InstrumentsInthisstudy,threemeasuringinstrumentsandacopyofstudents’En百ishachievementw@rcemployedtoachievethegoalofthestudy．Theyarc-"(1)Horwitz’S(1987)BeliefsAboutLanguageLearningInventory(BALLI)；(2)Oxford’S(1993)StyleAnalysisSurvey(SAS)；(3)Oxford’SStrategyInventoryforLanguageLearning(SILL)；(4)Students’Englishachievementfortheentranceofsenior27\n\n太原理工大学硕士研究生学位论文middleschools．BeliefsAboutLanguageLearningInventory∞魁点19IBALLlwasdevelopedatfi璐ltoevaluatelearners’viewsandinsightsonlanguagelearning。Thethirty—fourLikert-scaleitemshavebothresearchandtrainingpurposes．，nlisinstrumentWaswidelyandfrequentlyusedinthewholeworld．砸sstudyistoadoptBALLItoassessseniormiddleschoolstudents’beliefsaboutEnglishlearning．Therearenoclear-cutrightandwronganswerstotheBALUquestions．AccordingtoHorwitz,theresultinginventoryassessesstudents’beliefsinfivemajorareas：1．Foreignlanguageaptitu＆(nineitems：l，2，鬈lO，ll，l毛|幺30,and33)Theseitemsaretryingtoexplorewhethertherearespecialabilitiesforlanguageleamingandwhatopinionsthemoresuccessfulandlesssuccessfullanguageleamersshare．Inotherwords，whyaresomepeoplemorelikelytobesuccessfulwhileothersnot．2．Difficultyoflanguagelearning(sixitems：3，4，5，15，25，and34)Theseitemsarctryingtotellthedifficultyoflearninglanguageasasecondorforeignlanguage．Tt播ough氆曙甄therelativedifficultyoflanguageskillsandstudentexpectationoftheirownsuccessinlanguagelearningaresupposedtobeassessed．3．Natureoflanguagelearning(sixitems：8，12，17，23，27and28)Thisisallarcawhichisconnectedtotheuatureofhaguagelearning：theroleofculturalcontactandlanguageimmersioninlanguageIcaming,languagelearningtypesandlearners’conceptionofthefocusofthelanguagelearningtask．4．Learnillgandcommunicationstrategies(eightitems：7，9，13，1418，21，22and26)Thiscategoryrelatestheprocessoflearningalanguageandthepracticeofspontaneouscommunicationintheclassroom．Theseitemsarcprobablythemostdirectlyrelatedtoastudent’sactuallanguagelearningpractice．5．Motivations(fiveitems：20，24,29，31and32)Theseitemsconc燃'ndesiresthestudentsholdcurrentlyassociatedwiththelearningofEnglish．WhetherthesemotivationseontributedtotheirinitialstudyofEnglishisunknownsincethisstudyWasundertakenwhiletheywerealreadyinthepl渊sofleamingEnglish．BALLIischoseninthisstudybecauseithasproven幻bereallyusefulinsurveyingstudents’beliefshelpingtoachieveaclearunderstandingabouttheirlanguagelearningbeliefsinChina,itisalsofrequentlyused,butinmostcases，itisusedtosurveyuniversitystudents。Styleanalysissurvey(SAS)2盛\n\n太原理工大学硕士研究生学位论文$AS，designedbyRebeccaL．Oxfordin1993，w雏usedtOaSSesSstudents’generallearning．ItcontainsOllChundredandtenitemswhicha他dividedintofivemajoractivitiesrepresentingfivedifferentllSpcct$ofstudents’learningstylewiththirtyitemsforthefirstactivityandtwentyitemsfortheotherfouractivities．Thefivemajoractivitiesa化：Activity011t：：howIUSCmyphysicalsensestostudyOrwork．Activitytwo：howIdealwithotherpeople．Activitythree：howIhandlepossibilities．Activityfour：．howIapproachtasks．Activityfive：howIdealwithideas．Itisthemosteomprehemiveamongthethreefrequentlyusedlearningstyleinstruments．TheothertwoarcperceptuallearningstylepreferencesurveyO'I．SPS)byJoyReidin1984andthelearningchannelpreferencechecklistbyLynn0’Brienin1990．$ASisseldomusedtOsurveymiddleschoolstudents．Slrlte尉,inventoryforlangulgeiearmlngversion7．0(SILL)AccordingtoOxford,strategiesa∞dividedintodiroetandilldircetstrategiesandsixcategories：memorystrategy(item011etonine)，cognitivestratcgy(itemtetltotwenty-three)，eompemationstrategy(itemtwenty-fourtotwc．ty-ninc)，metaeognitivcstrategy(itemthirtytothirty-eight)，affeetivestrategy(itemthirty-ninetoforty-four)andsocialstrategy(itemforty-fivetotifty)．SILLisalsoaLikert-se．aleinstrumentfromstronglydisagree(1)tOstronglyagree(5)．ThisquestionnaireCOVerSallthemainaspectsoflearningstrategiesandstudents啪drawadearconclusionabouttheirstrategiestheyhave,whichcanhelpstudentswiththeirlanguagelearning．SoitisverycomprehensiveandfrequentlyemployedbyresearchersallOVClrtheworld．ThesethreequestionnairesWCIrCalltranslatedintoChincscfromEnglishandapilotstudyhadbeencarriedoutbeforeSOthatthesubjectscouldunderstandeachitemeasilyandexactly．Inaddition,Cronabaeh’salphasforBALL[,$ASandSILLcomputedon300middleschoolstudentsarc0．686，0．837and0．919respectively,whichindicatesthequestionnaireslllrereliable．EnglishtestforenteringSl：lliormiddleschoolwasadoptedbl比AlUSCitisaunifiedEnglishtest．Thetestisdesignedtoexaminestudents’listening,speaking(dialoguecompletion)，readingandwriting．3．4DataCoileetionProcedureInthisstudy,thethreequestionnaires，BALLI，SAS，SILL，we托administeredtocollect29\n\n太原理工大学硕士研究生学位论文informationaboutstudents’lcammgbeliefs，stylesandstrategies．ThesurveywasconductedonSeptember2蛾28臻and30囊．Theauthorofthisthesisexplainedclearlytothestudentsthestructureofthequestionnaires，thepurposeofthestudyandthewayofansweringthequestionnaires．StudentsfinishedthequestionnairesinclasswiththehelpoftheauthorandtheirEnglishtcacher＆TotallythreehundredandtwentycopiesofquestionnaireswerehandedoutandthreehundredwcTevalidbecausethetwentystudentsjustmissedoneortwoitemsinanswering．3．5DataAnalysisThedatawerefedintothecomputerandanalyzedbytheSPSS13．0(StatisticalPackageforSocialScience)．ThefollowingstatisticapproachesWereadoptedinthisstudy：．Descriptivestatisticsincludingfrequencies，mP．缓iISandstandarddeviationsareusedtoshowthedistributionofthethreevariables．Independentsamplest-testsareemployedtocomparethediff嚣encesbctw蝴high-andlow-$coregroups·Pearsoncorrelationcoefficientisperhapsthemostcommoninferentialstatisticusedbyr俊marchm，SOthisthesisadoptsthiskindofanalysisforpredictingtherelationshiptmtweenlearningbelief,learningstyle,learningstrategy,andEnglishachievements．MultipleregressionisastatisticalprocedureinwhichsooresolloneormorevamblesO．e．independentvariabl嘲areusedtopredict嚣蝴onanothexvariable．Therdore,itisemployedforexaminingthebestpredictorofEnglishachievement。3．6SummaryChapterthreehasmadeadetailedlistabouttheprocessofthestudy，includingthequestionstoheinvestigated,theinformationaboutthesubjects。theinformationaboutthequestionnaires,datacollectionandthestatisticalapproachestobeusedinthestudy．7quemions强黼answemitomeetthepurposesofthestudy．Atotalof320copiesofquestionnaireswerehandedOUtto320SelliormiddleschoolstudentsinaloudplaceinChina．300validqucstiennaircswerecollected．Threequestionnairesarcadoptedinthis嘶Howitz’SBALLIandOxford’SSAS&SILLwereusedtosurveystudents’languagelearningbeliefs，learnings黟斌andlanguagelearningstrategies．BALLIiswidelyandfi'equenflyusedinthewholeworld．Itisdesigned30\n\n太原理工大学硕士研究生学位论文fromlearner’perspectiveanditintegrateslearners’viewsonthetargetlanguage，languagelearningandlearnersthemselves．SASiscomprehensivebecauseitcoverscognitiveandpersonalitylearningstyles部well觞sensorylearningstyles．SILLissimple。concreteandoperational．Datacollectioniscarefullyandhonestlycarriedout．Thefollowingmultiplestatisticalapproacheswe他usedtOanalyzethestatistics：descriptivestatistics，independentsamplesT-test，Pearsoncorrelationandmultiplerogression．31\n\n太原理工大学硕士研究生学位论文ChapterFourResultsandDiscussions4．1Subjects’LanguageLearningBefiefsInordertoexplorethedistributionofstudents’languagelearningbeliefs，thefollowingpartswillmakeafive-dimensionanalysisaccordingtOthecategoriesofHorwitz’Slanguagelearningbeliefquestionnaireandacomparisonstudywillbedonefromthefivedimensions．4．1．1Five-dimensionAnalysisaboutLanguageLearningBeliefs4．1．1．1ForeignLanguageAptitudeTheitemsinforeignlanguageaptitudearetryingtoexplorewhethertherearespecialabilitiesforlanguagelearningandwhatopinionsthemoresuccessfulandlesssuccessfullanguagelearnersshare．ThiscategorymainlydealswithindividualpotentialforlanguagelearningSUO[3CSS．Table1：beliefsaboutforeignlanguageaptitudepresentedinpercentageBeliefsaboutforeignlanguageaptitude5432l(％)(％)(呦(呦(％)1．ItiseasierforchildrenthanadultstOlearnaforeignlanguage．244917．75．34．O2．Somepeoplehaveaspecialabilityforlearningforeignlanguages．9．025．329．323．O13．36．Peoplefrommycountrya他goodatlearningforeignlanguages．12．320．345．016．75．710．Itiseasierforsomeonewhoalreadyspeaksaforeignlanguage8．O29．040．318．04．7tolem-nanotheronc．11．Peoplewhoaregoodatmathemaficsorsciencearenotgood6．O5．721．026．341．oatlearningaforeignlanguage．16．Ihaveaspecialabilityforlearningforeignlanguages．4．06．737．728．723．019．Womenarebetterthanmellatlearningforeignlanguages．11．08．329．721．729．330．Peoplewhospeakmorethanonelanguageareveryintelligent．14．328．032．O18．O7．733．EveryoneCalllearntospeakafo而印language．52．026—013．06．03．oNote：5(stronglyagree)，4(agree)，3(neitheragreenordisagree),2(disagree)，1(stronglydisagree)InTable1，itcanbeseenthatmiddleschoolstudentsgenerallyendorsetheconceptoflanguagelearningabilityas78％ofthemagreethateveryonecanspeakaforeignlanguage．Butasforspeciallanguagelearningability(item2)，allswersVaⅨwith34．3％agreeing；29．3％neutraland36．3％disagreeing,whichisdifferentfromsomeresearchesOlluniversitystudents：Horwitz,1988；Dai33\n\n太原理工大学硕士研究生学位论文We：idong&WangDong。2002；LuMitt,2005；Altan,2006whofoundalargenumberofstudentsbelieveinspecialabilityforlearningaforeignlanguage．YuanXiaolin'sstudy(2006)alsoindicatedthatuniversitystudentshadastrongerbeliefinspecialabilityforlanguagelearningastheycontinuestudy．ButthisresultissimilartoMaoQingqing’study(2005)whichfoundlessthanhalfofthestudentsagl-eedwiththeidea。Thismaymeanthatmiddleschoolstudents，especiallyseniorgradeone,a心beginnerswhoaretaughttoworkhardonEnglishandthentheymaybelieveindiligenceinsteadoftalentatthebeginninglevel。Overhalfofthestudents51．7％)d0notthinktheythemselveshaveaspecialabilitytoleamaforeignlanguage．Sinceasmallportionofstud伽tsbelieveinspeciallanguageleamingability,theremustbestudentsdisagreewiththisitem．Besides，therea托alsostudentswhodon’tthinktheyarenotsuccessfulinEnglishlearning．Amajorityofstudents(69．3哟don't|lli呔studentsgoodatmathematicsandsciencearonotgoodatlearningforeignlanguagesand51％ofthestudentsdisagreewithItem19：wonle觳a糟betterthan姗atlearningfo聪i辨languages．TheresponsestothesetWOitemsbearmuchresemblancewithZhouZhizhong(2005)，whichiscontrarytotraditionalnotionthatboys印toscienczandgirlsgotoarts．TheresultsindicatethatthisnotionmayhavechangedwithtimegoesOILComparedwitllthose(25．儆)whodisagreethatpeoplewhospeakmo∞thanonelanguagea诧veryintelligent,alargeproportionofthestudents02。3嘲agreewiththisitem．73％ofthestudentsagreedwiththeideathatchildrenhaveadvantageOVeradultsinlearningaforeignlanguage,whichidentifiedAltan's(2006),LuMin’s(2005),ZhouZhizhong’s(2005)andMaoQingqing’s(2005)studies．Thisindicatesthatwhetheruniversitystudentsormiddleschoolstudents,theyallfeelthesooneronelearnsEnglish,thebettertheirEngl袖willbe．4．1．1．2TheDifficultyofLanguageLearningmitemsinthiscategorysurve秘students’beliefsaboutthedifficultyoflanguagelearning，thatishowdifficulttheythinktheEnglishlanguagetObeandbasicEnglishs醢llsarealsoinvestigatedsimultaneously．Table2：beliefsaboutthedifficultyoflanguagelearningpresentedinpercentagebeliefsaboutthedifficultyoflanguagelearning5432l《绚《％)(嘲《渤≤嘲3。Somelanguagesareeasiertolearntitanothers．2l332l。713。3ll心4．Englishis：乱averydifficultlanguage；b。adifficultlanguage3．318．O56．320．O2．3c．alanguageofmediumdifficulty；,d．瓣easylanguage；e．averyeasylanguage\n\n太原理工大学硕士研究生学位论文5．Ibelieve1willlearntospeakEnglishverywell．50．734．010．31．30．3l5．Ifsomeonespentonehouradaylearningalanguage，howlong15．O32．030．716．75．7wouldittakethemtospeakthelanguageverywell：alessthanayear；,b．1-2years；c．3-5years；d．5-10years；e．youoan’tlearnalanguagein1houraday．25．Itiseasiertospeakthanunderstandaforeignlanguage．14．028．728．722．36．334．ItiseasiertoreadandwriteEnglishthantOspeakandunderstandit．20．728．728．315．76．7Note：thenumbersinthetable(5，4，3，2，and1)standfor-，b，c'dandeinItems4and15．Table2showsthegeneralbeliefdistributionoftheitemsofthedifficultyoflanguagelearning．54％ofthestudentsagreewithItem3：somelanguagesarceasiertolearnthanothers)and56．3％agreewiththethirdchoiceofItem4：Englishis：钆averydifficultlanguage；b．adifficultlanguagec．alanguageofmediumdifficulty；d．aneasylanguage；e．averyeasylanguage．Thisshowsthatstudentsbelieveinlanguagedifficultyhierarchy,similartoAltan(2006)，DaiWeidong&WangDong(2002)andLuMin(2005)．ConsideringEnglish鹊nlcdiumdifficultisproperandacceptable，becausethatmeallsonlyifyoulearn∞忉dhingproperlychallenging,you眦makeprogress．Horwitz(1987)thinksthatstudentjudgmentsaboutlanguagelearningdifficultyarecritical．However,inthisstudy,therearc18％ofthestudentswhothinkEnglishisdifficultand200,6studentswhothinkEnglishiseasy,whichshouldbepaidattentionto．，Studentsoverwhelmingly(84．7％)supportItem5：Ibelieve1willlearntospeakEnglishverywell．ThisresultisinlinewiththestudiesofAltan(2006)，DaiWeidong(2002)LuMill(2005)andZhouZhizhoag(2005)．Thoughstudentsdon’tthinktheyhavespecialabilityforlanguagelearning．theyshowconfidenceforlesrningEnglish．DaiandLuthinkthe托as∞forthis，probably,isthatstudentsbelieveinhardwork．TheanswerstoItem15whichisaboutthelengthoftimenecessarytolearnalanguage、／ary9with15．O％choosinga：lessthanayear；,32．0％choosingb：oneortwoyears；30．7％choosingc：threetofiveyears；16．7％choosingd：fivetotenyears；5．7％choosingthestatement，"Youcan’tlearnalanguageinonehourayear"．Inhorwitz’Sopinion(1987)，ifonebelieveshe／shecanlearnalanguageinashorttime，itisprobablethathe／shewillbecomedepressedwhenhe／shemeetswithdifficultyinlearningprocess．Onthecontrary,ifatasktakestoomuchtime，studentswillalsofeeldiscouragedSOthattheywillmakelittleeffortstolearnit．42．7％ofthestudentsagreewithItem25：itiseasiertospeakthanunderstandaforeignlanguage．28．6％disagreewiththeitemand28．7％standneutral．49．4％ofthestudentsagreewithRem34：itis35\n\n太原理工犬学硕士研究生举位论文easiertoreadandwriteEnglishthantospeakandunderstandit．22．4％di鞠greeand28．3％standneutral．Thesetwoitemsassesstherelativedifficultyofdifferentlanguageskills(1istening,speaking,readingandwriting)．Theresponsestothetwoitemsdiffergreatly．Inshort，throughstudents’responsestothiscategory,itseemsthatmiddleschoolstudentsgenerallybelieveinlanguagedifficultyhierarchyandtheyfeelconfidentinEnglishlearning．However,theyhavedifferentviewsaboutthedifficultyoflanguagelearningskillswhichmaybeaffectedbyteachers’emphasisOilEnglishlearningorbysocialrequhcments．4．1．1．3TheNatureofLanguageLearningThiscategorycontains6itemssurveyingstudents’beliefsabouttherelationbctweellcultureandlanguage,thedifferencesbetweenlearningaforeignlanguageandlearningothersubjects,andviewsofspecificlearningtask．，Table3：beliefsaboutthenatureoflanguagelearningpresentedinpercentagebcfiefsaboutthenatureoflanguagelearningpresentedinpercentage5432!(蝴《绚《嘲(哟(％)8．ItislleCessarytoknowaboutEnglish-speakingcultures33。O43．016。75．71．7inordertospeakEnOish．12，ItisbesttolearnEnglishinanEnglish-speakingcountry．31．332。711．O16．38．717。Themottimportantpartoflearningaforeignlanguageis10．741．321．O21。75．3learningvocabularywords．23Themostimportantpartoflearningaforeignlanguageis13。33重。325．O21．39．Olearningthe孕锄珊n托27。Learningaforeignlanguageisdifferentthanlearningother20．736．319．319．34．3academicsubjects．28．ThemostimportantpartoflearningEngtishislearning9．722．333．328．06．7howtotranslatefrommynativelanguage．76％and64％ofthestudentsagl-ecwithItems8and12respectivelywhichdealswiththeroleofculturalcontactandlanguageimmersioninlanguagelearning,whichissimilartothestudiesofMaoQingqing(2005)，ZhouZhizhong(2005)andDaiWcidong(2002)．Theresults脚lythatthoughmiddleschoolstudentsarebeginners，theyhaveunderstoodthecloserelationshipbe￡we嘲thecultureanditslanguage,andthe‘effectofenvironmentuponlanguagelearning．Theculturalandenvironmentalperceptionsalegoodforstudents,b∞auseitislikelythattheywillmakeeffortstoexposethemselvestoEnglishcultureandtrytoimprovetheirEnglishbycreatingEnglishenvironment．ThisisaneffectivestrategytolearnEnglish．Ofo‘m璐c'thisrequiresteacherstoincreasecultureawarcn拦sinEnglishteachingandmeanwhile,thisisalsotherequirementofEnglishLanguageStandardsforHi【ghSch001．Aquarterofthesubjectsdisagree诵ththeideaoflearninginan36\n\n太原理工大学硕士研究生学位论文English-speakingcountry．Theremaybeseveralinterpretations．First，withthedevelopmentofsci锨oftechnology,learningth咖ghtheIntemethasbed3meapopularmoal丝inlanguagelearning．SostudentscallstayhomelearningEnglmhinauthenticsituations．Second,somestudentshavenointerestinEnglishlearningata11．Thereare57％ofthestudentsholdingthatlearningaforeignlanguageisdifferentthanlearningotheracademicsubjects(Item27)．Inotherwords，amajorityofthesesubjectsfeelthatlearningalanguagerequiresanapproachthatisdifferentfromlearningoontent梳odsubjects．Ononehand,bccatlSetheya坞Englishbeginners，theirlearningaai、ritiesmayCenterondiscussion,pairworkandSOforteInaddition,teachingmethodsmayvaryatthebe萄nnillgleveltostimulatestudents’interestsinEnglishThismayleavethemallimpressionthatEnglishleamingisdifferentfromothersubjects．Ontheotherhand,studentshavetopasstheirEnglishteststogotoseniormiddleschoolsandthenuniversities．Therefore,EnglishlearninginChina’tosomcextent,istest-oriented．Accordingtotheauthor’syearsofteachinga【pcri∞c岱in∞ni昕middleschool,Englishclassesa砧generallylikeothersubjects--teachersexplainandstudentslistenandtakenotes．Sothismayalsoimpty"thatthesubjects’expectationsofhowlanguageshouldbetaughtandlearntmaynotbemetbytheirlanguageinstructorsandthecurricadum"Goh＆Liu0999)．Items17，23and28oongcrllthelearner’sconceptionofthefocusofthelanguagelearningtaskaccordingtoHorwitz(t9sT)．Manypeoplebelievethatleaminganotherlanguageismerelyamatteroftranslatingfromthetargetlanguageorlearninggrammarrulesornewvocabularywords(Altan,2006：49)．Table3showsthatOVerhalfofthestudents(52％)supportthestatementthatthemostimportantpartoflearningaforeignlanguageislearningvocabularywords，27％opposetheideaand21％remainneutral．46．6％endorsetheideathatthemostimportantpartoflearningaforeignlanguageislearningthegrammarandthosewhodisagreeandstandneutralaccountfor30．3％and25％respectively．Statisticsshowthatmanystudentsareinfluencedbythetraditionalconceptthatvocabularyandgrammara他thebasicsinlanguagelearning．ThepercentageofsupportingItem23islowerthanthatofItem17，whichmaymeantheinfluenceofvocabularyteachingconceptisstIongerthanthatofgrammarteachingCOllCCpt．Thisstudyhasidentifiedsomeformerresearches：Horwitz0987)，Altan(2000，ZhouZhizhong(2005)andMaoQingqing(2005)．However,bothGoh&Liu’s(1999)andYang’s0992)studiesindicatedamajorityofstudentsdidnotconsiderthatgrammarwasofprimaryimportance．MaybethedifferenceisOausodbythesubjectstheyused．Goh&Liu’S(1999)37\n\n太原理工大学硕士研究生学位论文studyusedtertiary-levelstudentswhoputprioritytoc．onnnunicationandYang’s(1992)subjectsWerCfromChina’STaiwanwhichisaneconomicallydevelopedprovinceanditseducationonEnglishmaybealittledifferent．髓搀answerstoItem28distributeevenly：．32％agree33．3％standneutraland34。7％disagree．Itcanbeobservedthatstudentswhoholdpositiveandnegative蠢lfitudesaccountforapproximatelyone-thirdofthewholepopulationrespectively．Anotherone-thirdstandsneutral。Itseemsthatstudentsarenotquiteclearabouttheroleofmother-tongueinEnglishlearning．Probablytheyrespondtotheitemsbytheirintuitionsora【pedd鼢咚．Experiencestell吣thatbeginnersofEnglishareinclinedtoturntotranslationwhentheyarcnotsureofthemcallinginEnglishandatthesametime,teachersofteninstructtheirstudentsnottorelytoomuchOntranslation．ThatmaybeaIv．a．sollforthisresult．，4。1．1．4LearningandCommunicationStrategiesTable4showsstudents’beliefsonandthepracticesorstrategiesthatareemployedinlanguagelearningprocess．11埔itemsinthistabledirectlyrelatetostudents’learningbehaviorsinlanguagel伐mung．Table4：beliefsaboutlearningandcommunicationstrategiesinpercentagebeliefsaboutlearningandcommunicationstrategies54321(％)(％)(％卜(％)(％)7．ItisimportanttOspeakEnglishwithanexcellentpronunciation．64．027．35．O2．3I．39．You蝻ouldn’tsayanythinginEnglishuntilyou锄sayitcorrectly．5．76．39．341．337．313．IenjoypracticingEnglishwiththeAmericansImeet。15。723．738．O15．37．314．It'sOKtoguessifyoudon’tknowawordinEnglish．29．343．712+O11．73．318Itisimportanttorepeatandpracticealot．67．O24．34．32，◇2．321IfeeltimidspeakingEnglishwithotherpeople．10，724．327．o22。715．322．Ifbeginningstudentsarcpermittedtomakee1'1"or8inEnglish，8．713．314．328．335．3itwillbedifficultforthemtospeakcorrectlylateron．26．Itisimportant幻practicewithcassettesorlapes．22．341。322。7lOD3。7ThispartcoIlccrnstraditionallearningstrategies0tems18and26)andcommunicationstrategies(7'9，13．14，21and22)．Manyformerresearchesindicatedthatstudentswfrogenerallysupportiveoftraditionallearningstrategies．Asisthe∞∞inthisstudy,63．6％ofthestudentsendorsetheuseofaudio-tapesorcasscRes．Theyalsooverwl址lminglyagree(91．3％)thatrepeatingandpracticingalotaleimportantinEnglishlearning．AstOcommunicationstrategies，avastmajorityofstudents(91．3％)believeinexce．entpronunciationwhenspeak遨English．InChina,studentshavebeentaughtto38\n\n太原理工大学硕士研究生学位论文slⅪakStandardEnglishsincethebeginninglevel．Ifyoupronounceverywell。youareregardedasagoodEnglishspeakertosomeextent．Brown(1994)believesthatEnglishisbecominganinternationallanguageanditisdifficulttodefineanativeaccent．So“ourgoalasteachersofEnglishpronunciationshouldthereforebemorerealisticallyfocusedonclear,comprehensiblepronunciation．’’AndstudentsshouldbeguidedproperlySO私nottobe“detractedfromtheirabilitytocommunicate'’(p260)．78．6％disa伊eewiththestatementthatyoushouldn’tsayanythinginEnglishuntilyou啪sayitcorrectly,73％thinkitisokaytoguessifyoudon’tknowawordinEnglishand63．6％holdnegativeviewabouttheItem22：ifbc曲1ningstudentsarepermittedtomakeelTOrSinEnglish,itwillbedifficultforthemtospcal【correctlylateron．Theresultsoftheabovethreeitemsindicatethatmiddleschoolstudentshaveahightoleranceofambiguity．Ahighambiguitytolerancemayfacilitatestudents’languagelearningassomeresearcheshaveshown(Saimanetal,1978；ChapelleandRoberts，1986；citedfromBrown,1994：111-112)．The811SW百3toltenm13and21V孤y'with39．4％and35％踟讲Ⅺ眠38％and27％neutral,and22．6％and38％negativerespectively．ThepossiblereflsonBmaybe：(1)Middleschoolstudentshavereachedadolescentperiodandtheyshowdifferentattitudestowardscommunicatingwithpeople．Somestudentsareopenandtheyarcrisk-takersandsomeclosedandtheyareafraidofmaldngmistakes．(2)Studentshavelittlecba溉ofcommunica№gwithforeignersbec邪cmanyschoolsdon’thaveforeignteachers,SOtheyhavenoideawhatitisliketocommunicate谢mforeigners．Thestatisticsaboveshowthatmiddleschoolstudents豇ldol'scthelearningandcommunicationstrategies．Manyresearcheshaveshownthateffectivelearningstrategieshelptoimprovelal糊elearningandlanguagelearningbeliefsareafactorinfluencinglearningstrategies．Therefore,students’positivebeliefsaboutlearningandcommunicationstrategieswillhelpthemtochooseandu∞relativestrategiesmorefi'equently,whichisbeneficialtotheirEnglishlearning．4．1．1．5MotivationsThiscategoryistoinvestigatewhetherthemotivationsinTable5contributetothestudents’Englishlearning．Thestatisti∞inTable5showresults．Table5：beliefsaboutmotivationsinpercentagebeliefsaboutmotivations54321(％)(％)(％)(％)(％)20．PeopleinmycountryfeelthatitisimportanttospeakEnglish．32．O33．721．08．74．724．1wouldliketolearnEnglish80thatI锄gettoknowAmericans4．37．716．737．034．3better．\n\n太原理工大学硕士研究生学位论文29．IfilearnEnglishverywell，1willhavebetteropportunitiesfora36．337．716．36．33．3goodjob．31．1wanttolearntospeakEnglishwell．78．714。O2-32．o3．032．1wouldliketohaveAmericanfriends．44．727．716．36．35．OAsisshowninTable5，moststudentsholdsupportiveresponsestomostitemsexceptItem24．Thisindicatesthatstudentshaveastronglevelofinstrumentalmotivation。Item24isaboutintegrativemotivationand71。3％don’tagreewithit,indicatingthatstudentsdon’tthinkgettingtoknowAmericansisamajorreasorlforlearningEnglish．ThefindingsinthiscategoryareinlinewithMaXiaomcictal’S(CitedinLiuRunqing＆DaiManchun,2003)andAltan's(2006)researches．Theyalsofoundstudentssharedhighlevelofinstnanenmlmotivation．Therea舳nswhythisstudyissimilartoMa’Smaybe：1)ThesubjectsareallChineselearnersofEnglishandsharethe涨EnglishlearningenvironmentinwhichthereareRotmanyforeignerswhocancreateaculturalenvironment．萄Mostle翻蕾a瞎studyEnglishtopassexaminationsorfindbetterjobsintbefutureorfor[tomeotherbenefits．ThoughthesubjectsinAltan'sresearchstudyinartEnglishenvironment,aftergraduationtheywillgobacktotheirownplacestoteachEnglish．Therefore,theyhavetostudyhardtoleambetter．ThatmaybethereasonwhyAltanfoundstrongbeliefininstnmmatalmotivation．Whatevertherca∞nsmaybc，ORethingisforPAre：tc拟黼ofEnglishshouldcultivatestudents’integrativemotivation猫well．Ifstudentsw烈℃stronginbothtypesofmotivations，thenEnglishlearningwouldbemucheasier．4。1．2BeliefsofDifferentProficiencyGroupsTheachievementsforseniormiddleschoolarearrangedindescendingorder．Thefirst83students(30％ofthepopulation)areselected舔high-proficiencygroupandthelast77students(30％ofthepopulation)aslow-proficiencygroup．TqestGable6)showsthatthereissignificantdifferencebctwcel'ltheachievementofhigh-proficiencygroupandthatoflow-proficiencygroup，indicatingthatthegroupingisreasonable．Then,IndependentSamplesT-testisemployedtoexplorebeliefdifferencesb翻瀚僦high-andlow-proficiencygroups．Nextarcfiveaspectsofmcal搭andT4estforbeliefdifferencesbetweenthetwodifferentproficiencygroups。Table6：TqestforEnglishachievementofhigh-andlow-proficiencygroupsEnglishachievementH&LNMeanSDStd．ErrorMeanSig．(2-tailed)EnglishachievementH83l14．3253l。88776．20721。O∞\n\n太原理工大学硕士研究生学位论文Note：H--high-proficiencygroup，L=low·proficiencygroup4．1．2．1LanguageLearningAptitudeTable7expressesthathigh副7,orestudentsshowmoreconfidencethanlow·SCOI'estudents．T-testsoffouritems，namely6，10，11，and16，showsignificantdifferencesbetweenhigh·andlow-proficiencygroups．Thecontentsoftheseitemsare：peoplefrommycountryaregoodatlearningforeignlanguages(Item6)，itiseasierforsomeonewhoalreadyspeaksaforeignlanguagetoleamanotherone(Item10)，peoplewho剐篙goodatmathematicsorsciencearenotgoodatlearningaf．0rei印language(Item11)andIhavespecialabilityforlearningforeignlanguages(Item16)Meanscoresofthesefouritemsforhigh-andlow-proficiencygroupsarc3．3494／2．9870，3．4217／3．1039，1．7229／2．4545，and2．7349／2．0649respectively．Table7：T-testofaptitudedifferencesbeqweenthetwogroupsItemH&LNMeanSDStd．ErrorMeanSig(2-tailed)LLBlH833．7711．96683．10612．546L773．87011．1讹．12586LLB2H832．87951．30101．14280．904L772．85711．04773．11940LLB6H833．34941．04103．11427．027L772．98701．00647．11470LLBl0H833．4217．93861．10303．045L773．10391．046lO．11921LLBllH831．72291．01589．11151．000L772．45451．35283．15417LLBl6H832．73491．01314．11121．000L772．06491．01745．11595LLBl9H832．39761．33380．14640．329L772．59741．23820．141llLLB30H833．43981．27212．13963．42lL773．55841．03229．11764LLB33H834．28981．14263．12：s42．52941\n\n太原理工大学硕士研究生学位论文Note：LLBstandsforlanguagelearningbeliefsItc趣be渊thathigh-proficiencystudentsagreewithItems6。10and16morethanlow-proficiencystudents。Huang,S。C。&髓ai，R。R。(2003)andLiZhewei0007)found,intheirstudies，comparedwithlow-proficiencystudents，high-proficiencystudentsshowedmoreconfidence．Statistically,thisstudyga弧asimilaritywiththeirs．Noticeably,thesubjectsinthestudybyHuangw烈℃middleschoolstudents．Therefore,itseemsthathigh-proficiencystudents，universityormiddleschoolstudents，mayhavemoreconfidencetowardslanguagelearningthanlow-proficiencystudents．Sohigh-scorestudentsaremorepositiveinlanguagelearningaptitude．AccordingtOBrown(1994：23)theeventualSUCCESSthatlearnersattaininataskisatleastpartiallyafactoroftheirbeliefthattheyindeedarefullycapableofaccomplishingthetask．Itisimportanttobelieveinoneselfinlanguagelearning．ThatcanpartlyexplainwhystudentsgainhighSCOI'(葛。Intable1．ithasbeendiscussedthatgenerallystudentsdon’tthil墩thatthosewhoaregood越mathematicsorsciencea搬notgoodatlearningafo嘲gnlanguage．Inthiscomparisonstudy,high-proficiencystudents豁肼秭aIlylessagreewithItemIIth觚low-proficiencystudents．ThepossiblereasonisthesubjectsarencWs槐tiorstudents。theyjustpassedanimportantEnglishtest，andtheyhaddonealotofpreparationsforthat,havingpaidmuchtimeandenergy．Theymaybelieveinendeavorandconfidencewhicharethekeyelementstoscorehighmarksnomatterwhoyoua丑巴4．1。2．2TheDifficultyofLanguageLearning如博itemsinthedifficultyoflanguagelearningshownosignificantdifferencesbetweellhigh-proficiencysmdemsandlow-proficiencystudentsexcepttwo：Items4and5．Table8：T-testforthedifficultyoflanguagelearningItemH＆LNMeanSDStd．ErrorMeansig(2-lailed)啪3珏833．28921．38397。15191．625L773．33961．19380。13505L】已B4H832．6386．65478．07187．000．L773．467S．77093．08786LLB5H834．5542．81530．08949．000L773．9481．98537．11229LLBl5H833．1687．98550．10817．287\n\n太原理工大学硕士研究生学位论文L773．35061．15583．13172LLB25H833．33731．08512．11911．063L773．00001．19208．13585LLB34H833．12051．17284．12874．06lL773．59741．16144．13236Item4referstothedifficultyofEnglishlanguageandItem5is“IbelieveIcalllearnEnglishwell”．Meanscoresofthetwoitemsforhigh-andlow-proficiencygroupsare2．6386／3．4675and4．5542／3．9481．11lc)rareextremelysignificantbothat．001level．Theresultsstr姗西yindicatethatstudentswithllighscoreshavemoreconfidencethattheycarlachieveSRCCgSSinEnglishlearningandbecausetheygethighSCOI'豁,theydon’tthinkEnglishisadifficultjob．Howev嚣,thosewhogetlow嗣翻嬲maydreadEnglishbecausetheyhaveexperiencedfailuresbefore．ThisstudysharesthesamoresultsasHuangS．C．&Tsai．R．R．(2003)againwhoalsofoundgreatdifferencesofthesetwoitems．Asfar鹄languagelearningaptitudeandthedi伍嘶oflanguagelearningareconcan碱high-proficiencystudentsgenerallya托moreconfidentthanlow-proficiencystudentswhichpartlyleadtOtheirnegativebeliefsaboutlanguagelearningdifficulty．AccordingtoHorwtiz(1987：122)，abeliefthatsomepeopleareunable，oratleastlessable，tolearnasecondlanguagecanleadtonegativeexpectationsbythestudent．IfthosewithlowfDorescontinuetofeelnegativelylanguagelearning,theymayb@oon跫reallosersinthefuturehIgI曲Study．Therefore,helpingmKlentscultivateconfidenceplaysanimportantroleinimprovingtheirEnglishlearning．4．1．2．3TheNatureofLanguageLearningInthiscategory,Item8“itisnecessarytoknowaboutEnglish-speakingculturesinordertospeakEnOish"showssignificantdifferencebe时蜘high-andlow-proficiencystudents(mean曩文，盯晦：4．204813．7273；p<．01)．Mean8cor髓ofItems23and28are2．8675／3．5195and2．7108／3．2078respectively,andtheyaresignificantlydifferentat．01levelaswell．Table9：T-testforthenatureoflanguagelearningItemH＆LNMeanSDStd．ErrorMeanSig(2-tailed)LLB8H834．2048．82283．09032．∞2L773．72731．03411．11785LLBl2H833．56631．29909．14259．508L773．42861．32217．1506743\n\n太原理工大学硕士研究生学位论义LLBl7H833．15661．15275．12653．078L773．4167S1．05860．12064王工，B23珏832。86751．27615．1绷．∞lL773．51951．1∞51．12配ll■B27H833．46991．16176．12752．587L773．57141．19680．13639LLB28H832。71081．08796．11942．004L773．20781．06793．12170Statistically,high-proficiencystudentsaremorepositivethanlow-proficioncystudentsinEnglishc．ulmrel龆ming．MaXiaomei反al(CitedinLiuRunqing&DaiManchun,2003)andLiZhewei(2007)investigateduniversitystudentsandtheyalsofoundthesimilarresult．InBrown’opinion(1994：185)，culturalpatterns,customs，andwaysoflifeareexpressedinlanguage；culture-specificworldviews翻溶reflectedinlanguage．Cultureisallintegralpartoflanguage．ListeningtestisapartofMostEnglishtestsformiddleschoolstudentstoday．Thelisteningtestsa豫simulationsofthedailylifeofEnglish-speakingpeople．Inaddition,readingtestsareamajorpartofEnglishtestsandthereadingmaterialsarcusuallyoriginaltextsfromnativeEnglishwriters．Therefore,thesetestswillinevitablytouchculture．IntheirEnglishstudy,high-proficiencys1[1】ld觚smaypaymoreattentionto'c=lllture．Ifstudentsarelackinginc越turaltmkground,itwillundoubtedlyhindertheirunderstandingofEnglish．Comparedwithlow-proficiencystudents,high-proficiencysttutentslessagreewithItem27thatthemostimportantpartofleamingaforeignlanguageislearningthe掣獭出nar．Thismayindicatethathigh-scorestudentsmaytakeabroadviewaboutEnglishlearning．Ashigh-proficiencystudents’responsetoRem8∞nparUyprovetheidea．AccordingtoBrown(1994：348)，grammaticaloompetenceis琢静豁sa巧forcommunicationtOtakepla∞，butnotsufficienttoaccountforallproductionandreceptioninlanguage．High-proficiencystudentsnotonlyvaluetheformoflanguagebuttheytakeintoconsiderationotheraspectsoflanguage．InAbraham&Vann’sstudy(1987)，GeI'ardo,thehigh-scorer,alsohadbroadviews．SignificantlydifferentmeanscoresofItem28showstudents喇瞧lowscoresrelymoreOlltranslationfrommothertonguetotargetlanguagethanthosewithhighSCA)t'es。Thepossiblerea∞n8perhapsare：first，high-scorerslearnEnglishinanallroundwayasismentionedabove．Second,maybe,low-scorestudentsaremoreinfluencedbytheteachct瞎,asmanyteachersstillemploytraditionalmethod—grammar-translationmethodthoughtheyhavenewlyreformedtextbooks．44\n\n太原理工大学硕士研究生学位论文4．1．2．4LearningandCommunicationStrategiesInlearningandcommunicationstrategies，thedifferencesoffiveitemsshowstatisticalsignificanceatdifferentlevels．ThisisshowninTable10．Theyaro"Item7“itisimportanttospeakEnglishwithanexcellentpronunciation"(meanscores：4．6265／4．3377；p，2000，I．∞j。卢赣，学习观念与英语教学：一璜对英语专业高年缓学生学习糯念的调查分析，‘山东井语教学'，2005，4：11．14。甜\n\n太原理工大学硕士研究生学位论文【73]．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，1997，2：38-40．【74]．毛青青，高中生对英语学习观念的调查分析，‘教学研究，2005，28(4)：361·363。【75]．囊坤．中学生英语学习策略现状调查与评价，‘基础教育研究'2004，3-30-32．【76]．潘春梅，从英语语音看重要他人评价与英语自我概念的关系，‘基础英语教育》，2007，9(1)：24．29．【771．秦晓晴．‘外语教学研究中的定量数据分析’，华中科技大学llI版社，1999．【78]．秦志强．中国高中学生英语学习策略的研究，‘基础英语教育'2005．7(1)：8-14．【79]．苏晓军，高校英语专业学生学习观念研究，‘外语界'，1997，2：29-33．【80】．谭顶良，‘学习风格论'，江苏教育出版社，1995．【81]．谭智，廖建平．语言学习观念与学习成就，‘广东外语外贸大学学报'，2001，3：22-27．【82]．唐酉华，中学生英语学习策略的调查与分析．‘基础教育外语教学研究'．2005，6：31．33．【83]．王初明，自我概念与外语语音学习假设，‘外语教学与研究，．2004，36(1)：56．-63．【s4]．王初碉，中国学生的外语学习方式调查【A】，‘中国学生英语学习心理》【q，桂诗春．长沙：湖南教育出版社，l鲫12．【s5]．王毅t．自我效能、动机、观念和策略对英语成绩的影响，t西安外国语学院学报’．2006，13(3)-51-53．【s6]．韦目欣，新生外语学习观念中的误解及其转变理据，‘外语界’，2001，4：6-10．【873．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'，1995，3-61-66。【ss]．文秋芳，王海啸，学习者因素与大学英语四级考试成绩的关系，I外语教学与研究'，1996，4：33-40．【sg]．文歉芳王海啸，大学生英语学习观念与策略的分析，‘解放军外语学院学报'，2001．4-61-67．【90]．文秋芳，英语学习者动机，观念，策略的变化规律与特点，‘外语教学与研究'．2001a．2：105-110．1"9l】．文秋芳，‘应用语言学研究方法与论文写作'，北京：外语教学与研究出版社．2001b：384-385．【92】．徐锦芬，唐芳，大学生语言学习观念与认知方式和个性的相关性实证研究，‘西安外国语学院学报'，2004，12(4)：21-25．【93]．杨红曩．英语学习策略与英语成绩之间的相关分析，‘基础教育外语教学与研究’，2003，10：4547．1"94]．余心乐，关于中国英语本科学生学习风格的研究，‘外语教学与研究'，1997，1．【95]．袁晓林。刘畅，王穗萍．肖少北，大学生的语言学习观念与英语学习策略研究，‘心理与行为研究>。2006，4(2)：154-159．【96]．张文焉，中学生英语学习策略运用研究，‘中小学英语教学与研究'，1999，4：8-lO．【973．赵俊华，中学生英语学习观念的发展特点及性别差异研究，‘基础教育外语教学研究'，2002。12：22．26．【98]．周智密．高中生英语学习观念的调查和研究．‘中小学英语教学与研究’，2005，8：7-1I．【99]．朱启勇．山东省高中生英语学习策略的调查研究，‘基础英语教育)，2005，2-14．绉．\n\n太原理工大学硕士研究生学位论文APPENDIX亲爱的同学：你好l以下调查只是出于研究目的，问卷中的问题无对错好坏之分，有关资料我们会保密。请你独立完成，不要和他人商量，无需多考虑，凭第一印象做出回答即可。请不要漏填任何一项，多谢合作l第一部分个人简况姓名：一性别出生年月——中考英语成绩第二部分调查问卷问卷一语言学习策略调查闯卷请你仔细阅读每句话，然后在每句话后的括号内填一个数字来表示符合你实际情况的程度。l表示很少用或几乎不用此方法；2表示偶尔用此方法；3表示有时用，有时不用此方法；4表示常常用此方法：5表示几乎时时都用此方法。A部分总分．÷9=均分1．在英语学习中，学习新知识时，我喜欢联系旧知识．()2．为了记住生词，我用生词造句。()3．为了记住生词，我把生词与某种形象联系起来。()4．我通过想象某个生词可能被使用的情景来记该单词。()5．我按发音归类记忆英语新单词(如day和say)．()6．我使用卡片记新单词。()7．我喜欢用动作把新词表演出来以加强记忆．()8．我经常复习英语课文．()9．我常记得生词出现的地方，如书上某一页，黑板上的某个地方，因此记住了这个词。()．B部分总分．÷14=均分10．我反复读写新单词。(11．我设法模仿以英语为母语者的说话方式(如英美人)．(12．我常练习英语的发音。(13．我用不同的方式来运用所学的英语单词。(14．我常用英语交谈。(15．我看英语电视节目、英语电影或听英语广播。(16．课外我喜欢读英语书、报、杂志等。(17．我喜欢用英语记笔记、记日记、写信或写报告。(18．读英语文章时，我首先快速浏览全文，然后再仔细阅读。(19．学习新英语单词的同时，我也注重记它们的中文意思。(20．学英语时，我设法归结各种句型或规律。(21．我把生词分为我理解的几部分来加强对它的记忆(如birthday分为birth和day)．()22．我尽量不逐字翻译。()\n\n太琢壤工夫学硕圭舔究裳学往论交23．我呀或读英语时，常将其内容进行总缭。()e部分慧分÷秘均分勰。遥粼不熬悉的革游，我裁猜测它的意愚。25。英语交谈中，懋不起某个单词时，我就使用手势束表达。26。不翔遂正确的英语单词时，我编造新词。27。阅读英语时，我不会每个生词都查阅辞典。2鬈。英语会话孛，我经鬻猜溺对方按下来要说羲英文。2爹。怒不起某个英语单词时，我常使用其同义词或词缀来替代。D部分总分÷弦均分30。我尽可能以各种方式使用所学到的英语。3l，我留心鸯墨翦英潘错误并改正窀|以便我学霉受好32．别人讲英语时．我会注意认真听。33．我尽璧寻求更宥效的英语学习方法。34，为了肖足够的时间学英语，我常制定时间表。35．我主动我人说英语。36。我瑟W畿寻找桃会阕读英语。37．为提高英语，我设定明确的目标。3S。我鬻题颢菠在英语学习孛豹进步袈现。嚣部分慧努÷秘蚜势39．每当使用英语心里感到紧张时，我就设法放松自己．40．即使害怕犯错误，我也鼓励自己说英语。4l，英语学习中表现良好时，我会奖励自己。毒2。学习藏使溺英语时，我会洼意自蠢是否紧张。毒3．我霹英语学习爨记，记下鸯己的学习心得。44．我常和别人交流自己学习英语的体会和感受。琴攥分总努÷秘均分毒5。用英语交谈时，遇到不懂豹地方，我请对方放慢速度或重复一避。46。我会请讲英语的人纠正我谈话时所犯的英语错误。47．我和其他同学一起练习英语。毒8。学习英语遥到爨难对，我羹讲英语嚣人寻求耨麓。耱。我掰英语提问题。50．我尽鼍了解英语国家的文化．。蠲卷=语言学习褒念谴查翔卷，以下是关于人们对英语学习的一些看法，对苄每个句子，请选择符合你实际情况的数字．1表示搿党全不羼意一；2表搴譬基本不同意气3表示辩不确定一；4淡示。基本同意气5表示样完全同意一．对于第4和15题，你只需髑出你认为合理的选项。1。JL耋比成年入学英语容象。()2．有些入有学英语的特殊能力。()3。一些语言毙另一些沿富容易学。()\n\n太原理工大学硕士研究生学位论文英语(a)非常难学；(b)难学；(c)中等难度；(d)容易；(e)非常容易我认为我会学好英语。()中国人擅长学外语。()学英语发音好很重要。()学英语有必要了解英语国家文化。()只有将英语说的正确时才能开口说。()已经会说一门外语的人再学--f]容易一些。()擅长数学和理科的人不擅长学外语。()学英语最好到英语国家。()我喜欢与遇到的美国人练英语。()不知道英语单词时可以猜。()乱豇豇L&o；加n挖¨M坫如果有人一天花一个小时学语言，多长时间能学好?(a)不到一年；(b)I-2年；(c)3—5年：(d)5一lO年；(e)不可能学好我有学外语的特殊能力。学外语最重要的是学词汇。多重复多练习很重要。女人比男人擅长学英语。中国人认为学英语很重要。与他人说英语时，我胆怯．如果初学英语者被允许犯错误，他们以后很难说正确的英语。学英语最重要的是学语法。我学英语为了了解英美人。说英语比听懂英语容易。使用磁带练习英语很重要。学英语不同于学其他学科。学英语最重要的是学如何从母语进行翻译。学好英语找好工作的机会多。说多种语言的人聪明。我想把英语说好。我想交美国朋友。每个人都能学一门外语。埔"埔均∞殂毖船丛衢弱砑捣四{芎扎驼强弛读写英语比听说容易。闯卷三风格分析调查问卷学习风格问卷是用来评估你总体的学习方法，它不能预测你每时每刻的行为，但它能清楚地告诉你的学习偏好．该问卷共有五部分，分别代表你学习风格的五个方面。请根据你的第一反应进行选择．0代表。从来不”；l代表“有时詹；2代表。经常一；3代表“总是一．请选择符合你实际情况的数字并将它圈住n我如何运用感官学习1．如果我把要记的内容写下来，记忆效果好些。2．我做很多笔记。3．我能在头脑中想象图画、数字或单词。4．我喜欢通过电视或录像学习，而不是通过其它媒体学习。5．阅读时我在蕈要的部分下划线或做强调记号。6．学习时我使用彩色编号。89\n\n太繇理工文学褒圭研究垒攀整论文对要傲韵事，我需要书露指导。023有背景音乐时我容易分心。023为了理解别人的话，我得看着别人。023学习的场所挂宥图画或海报等时我感捌舒骧．023囊}祭我与剧人大声讨论，记忆效果好。023我褰欢通过听磁带或讲窿学习，瓤不瓣通过灏读学习。023对要徽的事，我需要疆头指导。023背景声裔帮劲我惑考。023学习时我喜欢听音乐。023即使我肴不到{箨话的人我也能很容易地理解拖讲的话。023我记翘人讲的话笔记别人的长裰要容荔。023我毖容易地记住别人讲的笑话。．。023我能通避人的声音辨别链(她)是谁。023打开电视时，我更多的是昕声音，悉不是着潘匾。023我宁愿去做事掰不愿瑾会任何指导。．023学习时我经常需要串阀椿患。023当默读时我的嘴巴动。，023当没被要求必须坐在谍桌翦时，我不愿坐在课桌蘸。023坐的时间太长ll重，我感到不耐烦。023文瓢乳罅n波撼珥搭抛”堪绺∞托臻执弘残；蔷当我活动着思考闷题时(如踱步等>，我可以思考的更清楚些。23甜。动攀做事会帮助我热强记忆。2328。我喜欢剃作或建造东嚣。2329．我誊欢许多体育运动。2330。我毒欢收集卡片、邮蔡、硬币或剐的东谣。23将l到lO项的分数麓起来填到下划线上：(视觉型)将ll到∞瑗的分数加起来填剃下划线上：(孵觉型)将2l到30项的分数拥越来填到下划线上：(动手型)霞往较大分氆。如兰个分篷之瓣辐差l到2分，赠都麓上。鞠上瓣羹lj是你学习牵编爱翡感知方法。§我翔何与撼人橱处1．我喜欢和别人一起学习。O22．我缀容易结交薪朋友。23．我喜欢和许多人在一起。24。和齄生人交谈对我来说很容易。O臻O25。我关心有关别人的令人消息。O26．在聚会孛我喜欢待到缀晚。e27．与薪耱友交往谴我感到充满活力。O8．我能很容易地记住别入的名字。O9。我育谗多麓友和熟人。O2：23麓，3，o童J耋≯^，耋≯雌，lO。无论我到哪里，我都能发鼹鲁己的社交鎏。O2311。我喜欢单独学习。O212．我缀害羞。O213。我喜欢单个人的运动秘活动。0214．我缀难让大多数人认识我。O2t一奄≯≥t一约\n\n太原理工大学硕士研究生学位论文15．人们更多地认为我不爱交往。16．在一群人中我爱保持沉默。17．和许多人聚在一起时我感到有压力。18．当与新面孔相处时我感到紧张。19．如果可能，我避免参加聚会。20．对我来说记住人名很难。将ll到20项的分数加起来填到下划线上：。。。。。。糍将l到lO项的分数加起来填到下划线上：圈住较大分值。如两个分值之间相差l到2分，则两个都圈上。圈上的则是你偏爱的与人相处的方法。o我如何处理可能发生的事1．我的想象力很活跃。0232．我喜欢思考许多新观点。0233．我能想出许多不同的方法解决同一个问题。，0234．我喜欢多种可能和选择。0235．我喜欢思考将来的事情。0236．按部就班的过程让我感到乏味。O237．我喜欢自己发现事情而不喜欢让别人告知。0238．我认为我有创见。O239．我是一个有创造发明才能的人。023lO．如果老师改变计划，我认为很好。02311．我是个喜欢做实际事情的人，为此我感到骄傲。02312．我做事讲究实际。02313．我被理性的人所吸引。O2314．我喜欢现实的东西，而不喜欢新的没有被检验过的观点．O2315．我喜欢有步骤地做事情。02316．我喜欢能按明确的计划做事的班级。02317．我喜欢具体的事实，而不喜欢假设。02318．寻找隐藏的意思让我感到气馁。o2319．我避免太多的选择。o2320．我认为考虑将来没用。23将l到lO项的分数加起来填到下划线上：将ll到20项的分数加起来填到下划线上：戡渤o勘崆圈住较大分值。如两个分值相差1到2分，则两个都圈上。圈上的则是你偏爱的处理信息的方法。呻我是如何解决问题的1．我很快做出决定。2．我是一个做事有计划的人．3．我列出需要做的事情的清单。4．我查阅清单以便完成事情。5．杂乱无序的环境使我感到紧张。6．我按时或提早开始任务。7．我按时完成任务。9l\n\n太藏遴工夫学硬士霹}究生擎盛论变S．最艏期限有助我宪成任务。239．我淀重结构。23lO。我按照圣{‘划徽事。23ll。我楚令徽事蔟英自然蠹孽入。2312。我任由事情发生，从不计划。2313。太多结构让我感列举舒派。2314．只要可能，我尽W能推迟决定。23lS，我的桌予或痔溺总是乱鹁。2l艿．我认为最后期限没用，是假的。217．我愿意听取新的意见。2lS．我不喜欢结构多的学习内容。219。任务清单让我感到厌烦、焦虑。23釜3喜3∞。我改变圭意时感觉很好。23将l到lO项的分数加起来填到下划线上：将ll绷掬项的分数加起来填到下划线上：封汀。。。鼗o。。蛰。o§。§黜恻圈住较大分值。盘l两个分值相差l到2分，则都潮上。圈上的是你偏爱的解决阏题的方法。赫我照搬傅悉维酶1．我只褰欢知道答案砸不喜欢听太多的解释。o232．太多的细节会把我舞糊涂。233，我常忽略番超来不穗关戆维节。。234．看一张大圈或整个计划对我来说缀容易。o嵇o235．我裁穰容易遗总结具体信息。9236。复述别人的话对我来说很容易。o237。我麓缀抉着窭要赢。o28．我缀舔意了解不包括细节的主要麓煮。o29．我能很容易地综合事情。o23毒3lO．我剽提纲嚣寸只写几个关键字。o23ll。我喜欢详细的答案，不喜欢藏答。2312。我缀滩总络吴律信息。2313．我注意详细而精确的事实或信息。o臻o2314．我喜欢将概要分解成一些小部分。o23lS．我尝欢寻找不同点聪不是棚同点。o2316。我掰揍理分析静方法解决阉题。2317。我篝的提纲趣括许多细节。2318．当只呈现主要观点时我感到紧张。2319。我藁视纲节_巍不憝整个画面。23趵。我讲故事或解释某件事馈时，我褥=；芝很长时间。23将1到10顼觞分数翘起来填到下划线上：将l1到20项的分数加起来填到下划线上：辫㈨o臻o§o勤嗖圈住较大分值。如两个分值相差l到2分，则两个都圈上。髑上的则是你偏爱的思维方法。\n\n太原理工大学硕士研究生学位论文ACKNo、vLEDGEMENTS1wouldliketoextendmydeepestgratitudetomysupervisorProfessorHaoMeiwhohasbeenconstantlyinstructedmewithadvancedandpracticalguidancesincethebeginningofmythree-yearpostgraduatestudy．Itwouldbeimpossibleformetocompletethestudywithoutherhelp．Hergeneralhelpandsincereinstructionswillbeofgreatimportancetomeinthefutureaswell．IamgreatlyindebtedtoallotherprofessorsandassociateprofessorsfromwhomIhavelearntalotandtherebyIhavemadeasolidfoundationformythesiswritingandmyfuturework．1wouldalsoliketothankmyclassmatesfortheirpreciouscommentsandsuggestionswhichhavebeenofgreathelpformythesis．Specialthanksgotomywifewhohasgivenmegreatsupportspirituallyandhelpingmewithmucheditingwork80thatICallfinishthelongandchallengingwritingjourney．1wouldliketothankallthewriterswhoseworksa托referredtointhisthesis．Lastbutnottheleast,Ialsowishtothankmycoll髓guesandthestudentswhocooperatedwithmcandhelpedmetocollectvaluabledata．\n\n太原理工大学硕士研究生学位论文PUBLlSHEDPApERS1．张旭军，将语篇分析融入写作教学，《山西高等学校社会科学学报》，2007年4月，第19卷，41-44。\n