高中英语教师课堂学习策略教学情况研究

摘要

自20世纪70年代对学习策略的研究兴起以来，其研究的重点经历了从学习策略的确认到学习策略教学的转移的过程。大量的研究证实了成功的课堂学习策略教学有助于提高各种语言技能，表明学习策略教学过程中有必要考虑教师在课堂中的作用。然而，以往研究只关注了教师是否应该进行学习策略教学，而对教师们学习策略的选择以及如何感受融入策略教学等方面仍留存着研究空白。因此，在教师的策略教学与具体教师的个性特征、感受经历、策略意识和教学动机紧密相关的基础上，本研究旨在探索中，国高中英语教师的策略教学与学习策略意识、策略教学有效性信念、策略教学难易性感知等心理因素的关系，希望有助于为语言教师建立起策略训练的有效程序。 本研究问卷调查了山东省济宁市、淄博市和潍坊市的100名高中英语教师，并对其中6位进行了半结构访谈。结果研究发现：教师对语言学习策略的了解主要来自于新的国家课程标准，并且都按照新课标的要求在课堂中融入学习策略教学；教师对语言学习策略的信念对其教学实践有重大影响；受教师、学生以及教育环境现状影响的学习策略教学的可行性程度影响教师将语言学习策略教学融入在日常课堂教学中的选择。 本研究认为高中英语教师对语言学习策略有很好的意识，并对语言学习策略的有效性持积极态度，但在理论上和方法上缺乏系统的知识和指导。在实践上，虽然元认知策略和认知策略在新课标实施以后受到了重视，但由于种种原因，社会策略和情感策略却仍在相当程度上受到忽视。除此之外，教师的语言学习策略有效性信念与教师的语言学习策略教学实践虽确有正相关和大体一致性，但来自于教师本人、学生和教育环境的现实因素有碍于教师对学习策略课堂教学的选择。最后，策略教学是一个复杂的问题，有效的学习策略教学有赖于教师对学习策略和学习策略教学的知识、信念和教学方法，也有赖于影响策略教学有效性的语境。本研究建议应建立一个包含众多因素和方面的策略训练矩阵，以确保策略教学的连贯性和系统性。在指导理论方面和课程方面，应将策略教学作为语言课程的一个基本因素提供给学生。在师资培训和发展方面，要将教师培训为学生学习辅助者和策略培训者，使教师相信学习策略的价值，并具备足够的知识和方法将策略教学融入到他们的教学实践中去。

目录

文摘

英文文摘

论文说明：List of Tables ， List of Abbreviations

声明

Chapter 1 Introduction

1.1 Introduction

1.2 Statement of the Problem

1.3 Significance of the Study

1.4 Organization of the Thesis

Chapter 2 Review of the Literature

2.1 Introduction

2.2 Definitions and Classifications of Language Learning Strategies

2.2.1 Definitions of Language Learning Strategies

2.2.2 Classifications of Language Learning Strategies

2.3 Studies on Language Learning Strategy Instruction

2.3.1 Goals of Language Learning Strategy Instruction

2.3.2 Frameworks for Language Learning Strategy Instruction

2.3.3 Approaches to Language Learning Strategy Instruction

2.3.4 Empirical Research on Language Learning Strategy Instruction

2.4 Studies on Teachers in Language Learning Strategy Instruction

2.4.1 Teacher Roles in Language Learning Strategy Instruction

2.4.2 Influence of Teacher characteristics on Language Learning Strategy Instruction

2.5 Research Gaps and Research Questions

2.6 Chapter Summary

Chapter 3 Methodology

3.1 Introduction

3.2 Participants

3.3 Sources of Data

3.3.1 Questionnaire

3.3.2 Semi-structured Interviews

3.4 Data Collection

3.5 Data Analysis

3.6 Chapter Summary

Chapter 4 Results and Findings

4.1 Introduction

4.2 Frequencies of Language Learning Strategy Instruction

4.3 Awareness of Language Learning Strategy Instruction

4.4 Belief in Effectiveness of Language Learning Strategy Instruction

4.5 Perceived Feasibility of Language Learning Strategy Instruction

4.6 Correlations between Awareness of Language Learning Strategy and Frequencies of Language Learning Strategy Instruction

4.7 Correlations between Belief in Effectiveness and Frequencies of Language Learning Strategy Instruction

4.8 Correlations between Perceived Feasibility and Frequencies of LLS Instruction

4.9 Teachers' Responses in Interviews

4.9.1 Perceptions of Language Learning Strategies and Language Learning Strategy Instruction

4.9.2 Language Learning Strategy Instruction in Practice

4.9.3 Difficulties of Integrating Language Learning Strategy Instruction

4.10 Chapter Summary

Chapter 5 Discussion

5.1 Introduction

5.2 Moderate-to-High Awareness with Unsystematic Knowledge

5.3 Moderate-to-Strong Belief in the Effectiveness of Language Learning Strategy Instruction

5.4 Implicit-oriented and Integrative-oriented Instructional Approach

5.5 The Most-often and Least-often Taught Language Learning Strategies

5.6 Effect of Teacher Belief on Language Learning Strategy Instruction

5.7 Feasibility of Language Learning Strategy Instruction

5.7.1 Difficulties on the Part of Teachers

5.7.2 Difficulties on the Part of Students

5.7.3 Environmental Difficulties

5.8 Chapter Summary

Chapter 6 Pedagogical Implications

6.1 Introduction

6.2 Establishing a Matrix for LLS Training

6.3 Providing Guiding Theories and Curriculum Dimensions

6.4 Training Teachers to Be a Facilitator and a Strategy Trainer

6.5 Chapter Summary

Chapter 7 Conclusion, Limitations and Suggestions

7.1 Summary of the Study

7.2 Limitations and Suggestions of the Study

References

Appendix

Acknowledgements