英語(yǔ)課堂中的學(xué)習(xí)風(fēng)格——中國(guó)中學(xué)生英語(yǔ)學(xué)習(xí)學(xué)習(xí)風(fēng)格的調(diào)查.pdf

1、河北師范大學(xué)碩士學(xué)位論文英語(yǔ)課堂中的學(xué)習(xí)風(fēng)格——中國(guó)中學(xué)生英語(yǔ)學(xué)習(xí)學(xué)習(xí)風(fēng)格的調(diào)查姓名：焦維棉申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師：田貴森20071101AbstractModemsecondorforeignlanguageresearchershavebeenfocusingtheirattentiononbothlearnersandlearningprocessesAmaintopicisaboutindividualdi

2、fferencesamongwhichlearningstyleisanimportantvariableandacentraloDnccmtomanyresearchersandhasbecomeanimportantdomaininlanguagelearningresearchinrecentyearsHowevermostofthestudieshavebeenassociated、析tlluniversitystudentsw

3、hilefewsystematicstudieshavebeendealtwiththeperceptuallearningstylepreferencesofChinesehighschoolstudents，agroupthatconstitutesthelargestsinglegroupofEnglishlearnersinChinaAsanattempttofillinthisgap，thepresentstudy，based

4、onReid’s(1987)PerceptualLearningStylePreference(PLSP)，hasobserved583studentsrandomlychosenfromtwodifferenthi曲schoolsins蝎iazhuang，HebeiprovinceThisstudyistoexplorethecharacteristicsofEFLlearningstylesofChinesehighschoolst

5、udentsandtoinvestigatetherelationshipbetweenstudents’learningstylesandtheirEnglishproficiencyThestudywillalsoexploretherelationshipbetweenlearningstylepreferencesandotherfactorslikegenderorage(intermsofgrade)Basedonquant

6、itativeandqualitativeanalysisofthecollecteddatasomeconclusionsaredrawnasfollows：IChinesehighschoolstudentspreferavarietyoflearningstyles，especiallykinestheticlearningstyle2Studentswithhigherlanguageproficiencypreferagrea

7、terrangeoflearningstylesthanthosewithlowerproficiencyHigherproficiencystudentshaveastrongerpreferencetovisualandindividuallearningstyies3Theyoungerstudentsprefergrouplearningstyles，whiletheolderpreferindividuallearning4F

8、emalestudentspreferagreaterrangeoflearningstylesthanmalestudentsTheyfavorvisual，auditory，kinesthetic，tactileandindividuallearningascomparedwithmalestudentsTheabovefmdingswillfacilitateChineseclassroomteachers’insightinto

9、individualstudents’needs；theywillenableteacherstoexamineandmodifytheirteachingtechniquesandstrategies；theywillcontributetotheimplementationofthecurrenteducationreformtowardsstudentcenteredintegrativeteamingThestudyhasbot