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1、南京航空航天大学 硕士学位论文 学习者的学习风格及对计算机辅助语言学习的适应性研究 姓名：顾梦宇 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：谢小苑 2011-03 南京航空航天大学硕士学位论文 iii 摘摘 要要 现代外语教学以个性化教学和计算机辅助教学为主要方向， 注重对学习者个体差异的研究。 学习风格是个体差异的重要组成部分，本论文以乔瑞德的学习风格模式为基础，对受试者的学 习风格偏好以及各种学习风格在计算机辅助语言学习中的适应性进行了研究。本论文的研究问 题包括：1）受试者的主要学习风格偏好；2) 受试者对计算机辅助语言学习的适应性情况，包 括学习环境、学习动机、网络资
2、源评价、学习策略、语言技巧的进步、元认知策略以及学习资 源的使用；3）受试者的学习风格偏好是否与计算机辅助语言学习的适应性相关。 本次研究对南京航空航天大学非英语专业的208名2009级学生学习风格和一年的计算机辅 助语言学习情况进行了问卷调查，通过定性和定量分析，笔者得出以下结论： 一、 受试者的主要学习风格偏好依次为视觉型、独立学习型、参与活动型、动手型、群体 型和听觉型。 二、从问卷的数据看，超过一半的受试者表现出不确定或不适应，其中独立学习型受试者 占较大比例。 三、性别差异和语言水平差异与适应性没有显著相关性。 四、受试者在计算机辅助语言学习中自主学习能力较弱，没有较好地掌握学习策略
3、。 鉴于以上结果，笔者建议如下：一、教师应该帮助学生认识自身的感觉优势来拓展多样化 的学习风格以更好地适应计算机辅助语言学习。二、教师应帮助学生正确使用计算机进行语言 学习，并提供有用的网站和网络学习资源。三、加强教师与学生课内外的联系，建立教师监督 跟踪反馈体系，帮助提高学生自主学习能力。四、使计算机辅助语言学习模式多样化，设计个 性化的会话模式以提高语言技巧。 关键词：关键词：学习风格，计算机辅助语言学习，适应性，自主学习 The Study of Learners Learning Style Preferences and Their Adaptability to Computer-
4、Assisted Language Learning ii ABSTRACT Modern foreign language teaching operates on the principal of individualized teaching and Computer-Assisted Language Learning (CALL), attaching importance to the study of learners individual differences, among which learning style is one indispensable compositi
5、on. The present study focuses on participants learning style preferences based on Reids Learning Style Preference Questionnaire and their adaptability to CALL, intending to find answers to the questions of : 1) participants learning style preferences; 2) participants adaptability to CALL, including
6、learning environment, learning motivation, assessment on online learning resources, learning strategies, progress in language skills, metacognitive strategies and the application of learning materials; 3) the relationship between learners learning style preferences and their adaptability to CALL. Th
7、e 208 participants are non-English Majors of different language proficiency at Nanjing University of Aeronautics and Astronautics (NUAA) enrolled in 2009, who were tested through Reids perceptual learning style preference questionnaire and the questionnaire on their adaptability to CALL after one ye
8、ar of language learning with computer. Based on a quantitative and qualitative analysis, some results are concluded. Firstly, participants major learning style preference types are visual, individual, kinesthetic, tactile, group and auditory in order. Secondly, more than half of the participants dem
9、onstrates inadaptability to CALL, among which individual learners share a large proportion. Thirdly, there is no significant correlation between either learners gender or language proficiency and adaptability. Lastly, participants show a low level in learning autonomy and application of learning str
10、ategies. In terms of the above findings, some pedagogical implications are offered to improve learning autonomy in CALL. Teachers should help students to develop diverse learning styles to be more adaptive to CALL. Meanwhile, teachers can give constructive advice on how to learn with computer and on
11、 how to select online resources. Besides, there should be a strong connection between instructors and learners as well as a monitor system to give supervision and feedback to students. Developing kinds of learning models in CALL environment is also necessary and urgent. Key words: learning style, Co
12、mputer-Assisted Language Learning, adaptability, learning autonomy The Study of Learners Learning Style Preferences and Their Adaptability to Computer-Assisted Language Learning vi List of Figures Fig. 2.1 Kolbs Learning Style Cycle (Kolb, 1981).6 Fig. 2.2 Simultaneous and Successive Processing (Dun
13、n, 1984).8 Fig. 2.3 Instruments and Classification of Learning Styles.9 南京航空航天大学硕士学位论文 vii List of Tables Table 3.1 Distribution of Participants by Gender and English Proficiency Level.21 Table 3.2 Reliability Statistics.23 Table 4.1 Major Learning Style Preference (Overall Samples).24 Table 4.2 Ove
14、rview of Adaptability (Overall Samples).25 Table 4.3 Overview of Adaptability of Different Bands and Genders.26 Table 4.4 Overview of Adaptability of Six Learning Style Preferences.26 Table 4.5 Mean of Learning Environment.28 Table 4.6 Mean of Learning Motivation.30 Table 4.7 Mean of Assessment of Online Materials.31 Table 4.8 Mean of Learning Strategies.34 Table 4.9 Mean of Progress in
