初中学困生和学优生英语学习策略的对比研究_英语论文

A comparative study on learning strategies about EFL learning between high and low achievers of middle school

摘要

对于中国的初中生来说，英语学习是个困难的任务，以至于产生了学困生和学优生这两个群体。其中一个非常重要的原因是他们英语学习策略使用水平的差异。因此，对于初中生来说学习英语学习策略是至关重要的。本研究是基于欧·马雷（1985）的语言学习策略分类以探讨以下三个问题: 1. 学生使用语言学习策略的大体情况如何？ 2. 学困生和学优生使用学习策略的差异在哪儿？ 3. 造成这种差异的原因有哪些？

通过改编自Oxford的SILL问卷调查、案例采访，作者收集了113份调查问卷并用SPSS统计软件分析出英语学习策略确实对学生的英语学习有重大的影响。以下是本研究的主要结论： 首先，学优生和学困生在英语学习策略方面差异显著。总体来说，学优生策略使用情况要好于学困生。其次，英语学习策略的使用水平和学生的学习成绩呈正相关。其中，自卑感、害怕出错都是学困生不能达到英语教学大纲基本要求的主要原因。为了提高学生学习策略使用效率，教师应该促进自我和学生的角色转变，老师应该是“培训者”、“激励者”，学生应该是在实践活动中掌握符合自己个性化学习的有效策略的“探索者”，同时可以建立互助组，同学间共同分享使用学习策略的经验。

关键字：英语学习策略；学困生；学优生

Abstract 

For Chinese middle school students, English study is a difficult task which results in two groups came in being: low achievers and high achievers in English. One of the crucial reasons for the phenomenon is the different usage levels of English learning strategy. Therefore it's significant to study learning strategies about EFL learning between high and low achievers of junior middle school. This study is based on O’Malley’s(1985) Classification of Language Learning Strategies to research the following three questions: 1. What is the general situation of the students’ using the language learning strategy? 2. What are the differences between high and low achievers in using learning strategies? 3. What are the reasons that attribute to the differences in using learning strategies between high and low achievers? 

Through the questionnaire adapted from Oxford’s SILL and case interviews, the author collected the demanding data and analyzed it by SPSS software. The analysis and discussion come to the conclusion that English learning strategies have a significant impact on the students’ achievements. The following are the major findings of this study: Firstly, High achievers and low achievers have significant difference in using the three kinds of strategies. The high achievers do a better job than low achievers as a whole. Secondly, there is a positive correlation between the usage level of English learning strategies and students’ achievements. Thirdly, inferiority complex, the fear for difficulties are the reasons for low achievers to fail to achieve standards requirement of English teaching syllabus. In order to improve the students’ efficiency in learning strategies, teachers should act as an instructor and motivator, and students should be “explorers” who gradually grasp the effective strategies of their own personalized learning in the process of practice, as well as establish mutual-aid groups by themselves where the members can share English learning strategies using experience.

Key words: English learning strategies  high achievers  low achievers