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1、广西师范大学 硕士学位论文 高一学生英语学习策略训练与任务型语言教学调适 姓名：赖中平 申请学位级别：硕士 专业：学科教学英语 指导教师：覃修桂;刘绍忠 20070301 摘摘 要要 由于语言教学研究的重心从教学者转移到学习者， 语言学习策略的研究和训练在国 内外都已经广泛地进行并且成果丰硕。但国内中学在这一领域的研究和训练直到新的课 程标准强调英语学习策略的重要性之前还很少进行。本研究对 125 名基础相当的高一学 生进行教学实验。实验对象被分为控制班和实验班，并且被分别进行各两次问卷调查和 测试。同时实验班的教学通过对任务型教学中任务的设计和实施过程的调适，利用课堂 教学，在不影响平行班级
2、的教学进度和不另外占用教学时间的前提下，进行了词汇、语 法、听、说、读、写和自主学习策略的训练。整个教学实验过程持续大概一个学年。 在实验过程中，我们贯彻了任务型教学的基本原则，以高中生的高考目标为基本立 足点，针对各种课堂教学的课型，自行设计或借鉴了符合学生的实际学情并且渗透了科 学的学习策略的大量“任务” ； 通过完成“任务” ， 让学生在学习英语知识和提高语言 技能的同时，能够学会用科学的学习策略来调控自己的学习过程和提高学习效率，从而 在高中阶段达到不断提高英语学习成绩和增强使用语言能力的目的，进而帮助他们加速 培养在未来语言学习方面独立自主学习的能力。 根据对实验结果的比较，我们获得
3、了以下发现： （1）随着教学的进展，无论是否获 得专门的训练，几乎所有的学生学习策略都有不同程度的发展； （2）实验中所介绍的具 体实用的学习策略非常符合高中生提高应试水平的需要； （3）学习策略训练，尤其是认 知和元认知策略训练对学生的自主学习意识和能力有明显帮助； （4）学习策略的训练和 策略的使用与考试结果之间存在紧密的联系。 基于以上发现和相关分析，我们可以得出下列启示：在学习策略的训练中（1）教师 应该扮演的角色是学生学习策略的诊断者、学习策略的训练者、教练员、语言学习者以 及研究者；(2)学生则应该是自己学习策略的诊断者、学习策略的学习者以及独立自主的 语言学习者； （3）任务型语
4、言教学应该针对学生的具体学习基础和实际目标以及教学训 练的需要而进行适当的调适，应该是语言信息真实有效的大量输入和许多科学的学习策 略的优化结合。 结合实验和讨论，我们得到以下研究结论：首先，英语学习策略的训练对高中生， 尤其是高一新学生， 是很有必要也是有效的；其次，在课堂教学中进行语言学习策略的 训练是可行有效的；最后，语言学习策略的训练可以结合经过调适的任务型语言教学。 关键词：关键词：英语学习策略训练；任务型教学调适；课堂教学；独立自主学习者 ABSTRACT Since the shifted focus of language teaching from the teacher t
5、o the learner，language learning strategies have been popularly and fruitfully studied and trained abroad and in China. In China, the research on this field has rarely been undertaken in middle schools until the new National English Curriculum also highlights the importance and significance of studen
6、ts learning strategies. The present study has investigated and tested 125 Grade One students of a senior high school by experiment. In the experiment, subjects, who are divided into a controlled class and an experimental class, are given two questionnaire surveys and two tests. The experimental clas
7、s has done English learning strategy training in terms of vocabulary, grammar, listening, speaking, reading, writing and autonomous learning strategies via adjusting the design of tasks while implementing Task-based language teaching in class. During the experiment, the principles of Task-based lang
8、uage teaching were adhered to. In order to help the students get good grades in the entrance exam to the college, for different types of lessons, we designed or borrowed a number of tasks which combined the students learning needs and scientific learning strategies. The purpose of fulfilling tasks i
9、s to help the students learn English knowledge and improve their language skills. It is possible for the students to adjust their learning process and learn more effectively with the help of scientific learning strategies. Hence, they are able to better the grades of English exams. Apart from that,
10、they will be able to improve the ability of using English and being independent in their future learning. According to the comparison of the results of the experiment, data analyses reveal the following major findings:(1) all the learners have developed their own learning strategies ; (2) the eight
11、categories of learning strategies greatly met the needs of high school students; (3) strategy training, especially the training of cognitive and metacognitive strategies, did help improve the students autonomous awareness and ability that could supervise and adjust their learning process;4) there is
12、 a strong connection between language strategy training and the results of exams. Supported by the findings and relevant analyses, we are able to consider the implications: 1) the roles of the teachers in learning strategy training should be assumed as diagnosticians, trainers, coaches, language lea
13、rners and roles of researchers; 2) the role of the students in learning strategy training should be diagnosticians, learning strategy receivers as well as independent and autonomous learners; 3) the function of tasks in training should combine various forms of input data with many scientific languag
14、e learning strategies. Based on the experiment and discussions, the conclusions of the present study can be drawn in these points. First, English learning strategy training to new students of senior high school is necessary and effective. Second, doing learning strategy training in classroom teachin
15、g is practical and effective. Finally, Task-based language teaching needs to be adjusted while doing learning strategy training. Key words: English learning strategy training; adjustment of Task-based language teaching; classroom teaching; independent and autonomous learners Com ACKNOWLEDGEMENTS Thi
16、s thesis involves many peoples assistance and efforts, and my sincere thanks should go to all of them. First, I would like to specially acknowledge my supervisor, Prof. Qin Xiugui, a respectable and responsible scholar, who has provided me with great encouragement and strict guidance in doing the study and finishing writing the thesis. Without his kindness and clear and precise instruction, I could not have completed this thesis in time. In addition, his keen and strict academic spirit
