高職非英語專業(yè)學(xué)生英語學(xué)習(xí)策略的研究.pdf

1、華中師范大學(xué)碩士學(xué)位論文高職非英語專業(yè)學(xué)生英語學(xué)習(xí)策略的研究姓名：陶純芝申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：學(xué)科教學(xué)英語指導(dǎo)教師：朱衛(wèi)紅20060401AbstractLanguageIe椰ingstrategiesacquiSitionplaysaVitalroleinlangllageleamingAgoodcommandofEngljshleamingstmtegies(ELS)hascloserelationshiPwithle哪ers’e

2、fnciencyinEngljshleamingTheregenemllyexistsuchproblemswithnOn—EnglishmajorsofhighervocationaleducationaslowEnglishleVel，littleinterestinEnglishleami玎gandlowe艏ciencyIIlordertofindwaystos01Vethesepmblems，theauthOrofthisthe

3、siscarriedoutaresearchofmeemploymentofELSbynon—En91ishmajorsatXiangfaIlTVUniversity‘nethesisfiTstpointsoutmeaimaIldsj薩ificanceofthercsearchand舀Vesasurveyofsomeinfluentialresearchinlangllageleamingstrategiesbotllathomeall

4、dabroad。Then，it虹虹Dducesthetheoreticalfr鋤ework，thedefiⅡitionaIlddassi丘calion0flanguagele鋤ingstrate舀esneauthoroftllisthesisusesELsquestionnairewhichisdesi乒edbyCheng)【iaotangasthequestiOIlIlaireofherfesearch，aimingtofindout

5、：1tllegeneraluseofELSbynonEn酉ishmajorSofhighcrvocationaleducation；2whetllcfthereexistdi餓rencesbe似eentheuseofELsbytopandweal【learnerofnonEn西ishmajorsofhighervocationaleducation3whetllef山ereexistdifIerencesbetweenIheuseofE

6、璐bymaleaIldfcmaleleamerofnon—En百ishmajorsofhigherVocationaleduca廿on；4whetherthereexistdifferencesbetweentheuseofELSbyurbanandmnllearIlerofnon—EngljshmajorSofhi曲ervocationaleducationThedaIacollectedf內(nèi)mtheresearchisprocess

7、edbySPSSsoftwareTheresultsindicate：1me丘equeⅡcy0fELSemp】oymentbyleanlersoflligherVocationaleducationisnotveryhi曲karnersonlysometimesuseELSstrategiesint量leirEn酉ishle鋤ingMoreover，therearesignificantdifferencesinleamers’prcf

8、erenceforthetypesofstrate萄esAmongthefourtypes(cognitiVestrategies，metacognitiVestrate百es，communicativestrategies，a圩cctivestrate西es)，affectivestrate薩esareusedmostoften(althoughthefrequencyisnothigh)，wheIeasmetacogn“iVestr

9、ategiesandcommunicatiVestrate西esareused1eastoften(PO01)；2thereexistsi弘ificantdifferencesbetweenELSemploymentbytopandweal【leamersTbpleamerSusuallyuseELSwhileweaklearnersusuallydon’tTheirprefeIenceforthetypesofstrategiesar