Gender Differences in Motivation,Beliefs and Language Learning Strategy Use

摘要

Strategy is one of the important factors that influence second/foreign language learning,so that research on language learning strategy has been paid more and more attention to.There are a number of factors affecting the use of language learning strategies.This paper examines the self-reported language learning strategy use of 514 university students learning English as a foreign language in China,and focuses mainly on the effects of gender differences on motivation,beliefs and language learning strategy use,in order to provide with teaching implications.The analysis reveals that there do exist gender differences in English implications.The analysis reveals that there do exist gender differences in English learning strategy use as well as motivation for language learning and beliefs about language learning.And gender differences are closely related to field-dependence and field-independence cognitive style.

目录

英文文摘

Acknowledgements

Chapter Ⅰ Introduction

1.1 Research Background and Purpose

1.2 Organization of the Thesis

Chapter Ⅱ Theoretical Foundations

2.1 Theoretical Background in Second Language Acquisition

2.2 Features of These Theories and Models

Chapter Ⅲ Second Language Learning Strategies

3.1 Research History

3.1.1 Research Abroad

3.1.2 Research in China

3.1.3 Definitions

3.1.4 Taxonomies

3.2 Importance of Language Learning Strategies

3.3 Characteristics of Good Language Learners

3.4 Strategy Training

3.4.1 the Role of Teachers in Strategy Training

3.4.2 the Role of Learners in Strategy Training

3.5 Variables Affecting Use of Second Language Learning Strategies

Chapter Ⅳ Gender

4.1 Gender and Cognitive Ability

4.2 Gender and Education, Work

4.3 Gender and Language

4.3.1 Gender and language Learning Strategies

Chapter Ⅴ The present Study

5.1 Research Method

5.1.1 Subjects

5.1.2 Design of Questionnaire

5.2 Research Hypotheses

5.3 Data Collection and Analysis Procedures

5.3.1 Questionnaire Part One

5.3.2 Questionnaire Part Two

5.3.3 Questionnaire Part Three

5.3.4 Correlation Study

Chapter Ⅵ Pedagogical Implications and Conclusion

6.1 Pedagogical Implications

6.2 Conclusion

Appendix:Questionnaire

References