|
copyright paper51.com 玉 溪师 范 学院 paper51.com paper51.com 本科毕业论文 copyright paper51.com paper51.com copyright paper51.com
内容来自论文无忧网 www.paper51.com 调查景谷中学高一学生的英语学习风格
http://www.paper51.com copyright paper51.com paper51.com 姓名：叶 其 莲
copyright paper51.com paper51.com 学号：2004061114
http://www.paper51.com paper51.com copyright paper51.com
paper51.com 指导教师姓名： 许 鲜 明 内容来自www.paper51.com paper51.com职 称： 教 授 内容来自www.paper51.com 内容来自www.paper51.com 单 位： 外国语学院
copyright paper51.com 内容来自www.paper51.com专 业 名 称 ： 英 语 教 育 copyright paper51.com 内容来自www.paper51.com申请学位级别： 学 士 paper51.com 内容来自www.paper51.com论文提交日期： 2008年5月 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com学位授予单位： 某某师范学院 内容来自论文无忧网 www.paper51.com http://www.paper51.comhttp://www.paper51.com 二○○八年五月
copyright paper51.com 内容来自www.paper51.com A Study of First-year Students’English Learning Styles at Jinggu Middle School
copyright paper51.com Y Ye Qilian
内容来自论文无忧网 www.paper51.com copyright paper51.com http://www.paper51.com Supervisor Xu Xianming
内容来自www.paper51.com
http://www.paper51.com http://www.paper51.com
内容来自www.paper51.com A Thesis Submitted as a
内容来自论文无忧网 www.paper51.com copyright paper51.com Partial Fulfillment for the Degree of http://www.paper51.com 内容来自www.paper51.comB.A. in English copyright paper51.com 内容来自论文无忧网 www.paper51.com内容来自www.paper51.com SCHOOLOF FOREIGN LANGUAGEScopyright paper51.com YUXI NORMAL UNIVERSITY copyright paper51.com paper51.com 内容来自www.paper51.com May, 2008
copyright paper51.com http://www.paper51.com Statementof Authorshippaper51.com 内容来自论文无忧网 www.paper51.com Except where referenceis made in the text of the thesis, this thesis contains no material publishedelsewhere or extracted in whole or part from a thesis presented by me foranother degree or diploma. copyright paper51.com copyright paper51.comNo other person’s workhas been used without due acknowledgement in the main text of the thesis. 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.comThis thesis has not beensubmitted for the award of any other degree or diploma in any tertiaryinstitution.
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 内容来自www.paper51.com
http://www.paper51.com Signed: copyright paper51.com http://www.paper51.compaper51.com Date:
内容来自论文无忧网 www.paper51.com paper51.com Acknowledgmentscopyright paper51.com Firstof all, I want to express my heartfelt thanks to Prof. Xu Xianming, mysupervisor, for all the time and energy she has put into training me as a studentof TEFL when I studied at Yuxi Normal University. I benefited much from hercritical thinking, problem solving, academic expertise, and kind encouragementlong before I entered this English program. However, being one of her manystudents in its real sense has provided me with a precious opportunity to beexposed to his unforgettable helps of various kinds, both academic andnon-academic. 内容来自论文无忧网 www.paper51.com copyright paper51.com Moreover,my thanks also go to the teachers and students who was provided for their verycareful judgments concerning about the data categorization. Needless to say,all their assistance has greatly facilitated the investigation and hence alsoenhanced the quality of this research. However, any faults remaining are my responsibility.
http://www.paper51.com 内容来自论文无忧网 www.paper51.comSpecialthanks should also be given to Prof. Xu Xianming for reading the wholemanuscript of this thesis and made many stylistic comments and suggestions. Sheread all of the manuscript and provided some useful comments concerning stylesas well.
paper51.com copyright paper51.comLast but not least, I want to express my sincere thanks to my parentsfor the support, kindness, encouragement, and understanding they have given tome for many years. 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.comcopyright paper51.com
内容来自www.paper51.com Abstract http://www.paper51.com copyright paper51.com This study investigated the learningstyles of first year students at Jinggu middle school. Data discussed in this paperwere collected from questionnaire and interview. The results provided evidencethat the participants had awareness of a learning style while learning Englishin class. The findings from questionnaire provided evidence when they learnEnglish. Some of the students are highly visual, vivid colorful pictures orgraphics to learn English. Others are strongly auditor. Yet others arekinesthetic, they learn best by moving and doing. These learning styles canhelp instructors to discover the different learners. A goodEnglish learner is an accurate guesser, who has a strong drive to learn fromcommunication. However, some English learnerstended to written work, such as grammar exercises. 内容来自论文无忧网 www.paper51.com copyright paper51.com By recognizingand understanding their own learning styles, both instructors and students canuse some techniques to facilitate their teaching as well as learning.
paper51.com paper51.com
http://www.paper51.com copyright paper51.com Key words: firstyear students; English learning styles; Jinggu Middle School
http://www.paper51.com copyright paper51.comcopyright paper51.com
paper51.com http://www.paper51.com 内容来自论文无忧网 www.paper51.com
内容来自论文无忧网 www.paper51.com paper51.com
内容来自www.paper51.com 摘 要 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com http://www.paper51.com 本文旨在调查高一学生英语学习风格。该文应用了问卷调查、采访研究工具来收集数据。从数据中可以看出学生能够意识到学习风格的重要性。问卷调查中发现了学生的学习风格是：有些学生喜欢用视觉学习—他们更容易接受五颜六色的图片、绘图；另外的学生更依赖听力学习；其他喜欢运动型的学习。调查学生的这些学习风格可以帮助老师发现学生的不同学习风格。一个好的英语学习者是善于猜测，会交际的人，他能从交际中学到知识。然而, 有些英语学习者更趋向于笔头工作，例如做语法练习等。
内容来自论文无忧网 www.paper51.com http://www.paper51.com 通过了解学生的学习风格之后，对老师的教或学生的学都有一定的帮助。
copyright paper51.com 内容来自论文无忧网 www.paper51.comcopyright paper51.com
paper51.com
内容来自论文无忧网 www.paper51.com 关键词：高一学生；英语；学习风格；景谷中学
http://www.paper51.com 内容来自www.paper51.com
paper51.com paper51.com 内容来自www.paper51.com
内容来自www.paper51.com
copyright paper51.com
内容来自论文无忧网 www.paper51.com copyright paper51.com
paper51.com Contents
http://www.paper51.com http://www.paper51.com Statementof Authorship …………………………………………………… ………i http://www.paper51.com http://www.paper51.comAcknowledgment……………………………………………………………………….ii http://www.paper51.com Abstract…………………………………………………………………………………...iii copyright paper51.com 摘要………………………………………………………………………………………..iv
paper51.com http://www.paper51.com 1. Introduction…………………………………………………………………………..1 内容来自www.paper51.com 1.1 The Background of the Study………………………………………………………..1 http://www.paper51.com 1.2 The Significance of the Study…………………………………………….................3 http://www.paper51.com 1.3 The Scope of the Study……………………………………………………………...4 http://www.paper51.com 1.4 The Research Questions…………………………………………………………….4 内容来自论文无忧网 www.paper51.com http://www.paper51.com2.Literature Review…………………………………………………………4
copyright paper51.com 内容来自www.paper51.com 2.1 Related Theory……………………………………………………………………….4 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 2.2 Related Research………………………………………………………….………….5 copyright paper51.com 3. ResearchMethodology…………………………………………………………6 http://www.paper51.com 3.1 The Population and Subjects…………………………………………………………7 copyright paper51.com 3.2 The Research Instruments…………………………………………………………….7 内容来自论文无忧网 www.paper51.com 3.3 Procedures and Data Collection………………………………………………………8 paper51.com 4. Data Analysisand Results……………………………………………….…….8 http://www.paper51.com 4.1 Data Analysis…………………………………………………………………………8 http://www.paper51.com 4.2 The Findings of Interviews…………………………………………………………..9 内容来自www.paper51.com 5. Conclusion……………………………………………………………………10 内容来自论文无忧网 www.paper51.com 5.1 Summary of the Results…………………………………………………………….10 copyright paper51.com 5.2 The Implications of the Study……………………………………………………..11 内容来自www.paper51.com References………………………………………………………………………….........13 paper51.com 1. Introduction
http://www.paper51.com It is very important that a learner knows what kindsof learning styles he or she uses. If each person knows his or her personallearning style, he or she can use adequate methods to store the information. Asa teacher it is absolutely necessary to know about the different learningstyles. I believe that it's possible to help students effectively if you knowhow students learn English. For example, a visual teacher keeps showingpictures and handouts but don’t understand why an auditory student orkinesthetic student still cannot get the point of the lesson. Sometimes ateacher might even think that students are not good at learning English. paper51.com http://www.paper51.comAsa teacher it is better to remember that what will help you to understand orwhat will help your students to understand. You will be a better teacher if youare aware of the different learner styles in your classroom. It is interestingfor teachers as well as for learners to find out about their learningpreferences. If someone has a learning problem, the teacher can look for anapproach, which matches his or her learning style. This can help the student tolearn better. It is also easier to establish with other people if youunderstand your own thought processes as well as other people. copyright paper51.com http://www.paper51.com1.1 The Background of theStudy
http://www.paper51.com http://www.paper51.comResearch with U.S. school children (Dunn, 1983; Reinert, 1976)has demonstrated that learners have four basic perceptual learning channels (ormodalities): ①, Visual learning: reading, studying charts. ②, Auditory learning: listening to lectures,audiotapes. ③, Kinesthetic learning: experiential learning, that is, total physical involvementwith a learning situation. ④, Tactile learning: “hands-on” learning, such as buildingmodels or doing. laboratory experiments.
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com During the past decade, educational research hasidentified a number of factors that account for some of the differences in how studentslearned. One of these factors, learning styles, is broadly described as “cognitive, affective, and physiological traitsthat are relatively stable indicators of how learners perceive, interact with,and respond to the learning environment” (Keefe, 1979). Also, learning style isa biological and developmental set of personal characteristic that makes theidentical instruction effective for some students and ineffective for others (Dunn,1993, p. 5). Dunn (1979) found that only 20 to 30 percent of the school-agechildren they were auditory learner, that 40 percent of the students they werevisual, and that the remaining 30 to 40 percent were tactile and kinesthetic,or some other combination.
copyright paper51.com paper51.com Price (1980) found that very young children are the mosttactile / kinesthetic, that there is a gradual development of visual strengthsthrough the elementary grades, and that only in fifth or sixth grade can learn andretain information through the auditory sense. Carbo (1983) investigated theperceptual styles of readers and found that good readers prefer to learnthrough their visual and auditory senses, while poor readers have a strongpreference for tactile and kinesthetic learning. Farr (1971) asked students toidentify their learning style preferences through self-reportingquestionnaires, reported that they liked learning styles paralleled theiractual learning strengths. More recent research has demonstrated that young adult and adultlearning styles are moderately strong habits rather than intractable biologicalattributes, and thus they can be modified and extended (David, 1981). 内容来自论文无忧网 www.paper51.com paper51.com1.2 TheSignificance of the Study 内容来自论文无忧网 www.paper51.com paper51.com Learning style is vital in English learning.All of us do not learn in the same way. Personality, the way of thinking, the preferences for pictures, soundsor actions determine one’s learning style. Whether learners want to learn alanguage like English or French or whether they want to learn car driving,motor racing or cooking delicious food, they can improve their performance byanalyzing their own learning styles. They can become efficient learners if theyunderstand their learning styles, evaluate their own strengths and weaknesses,learn from past experiences to plan for the present and future and continuouslytry to become better learners with each experience of learning. Teachers have theirown preference for specific learning styles, and that influences their teachingstyles. If they want to make their teaching more effective, they need tounderstand their students' learning styles and adapt their teaching strategiesaccordingly.
内容来自www.paper51.com http://www.paper51.comAs teachersconsider students who have good learning styles will successful. Furthermore,as much research suggests that learning styles training could be very powerfulfor guiding students. Teachers should analyze students’ learning styles for bridgingthe gap between students’ learning styles and the teachers’ teaching style. Just as teachers haveunique way of delivering information, knowledge, and skills, students haveunique way of receiving, processing, and applying information, knowledge, andskills; these different ways of receiving, processing, and applying arereferred to as “learning styles.”
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Everyoneneeds to learn how to learn. But teachers have to do something more. They alsohave to learn how to help others learn. Good teachers do more than this. Theygo one step further and help others learn how to learn.
paper51.com 内容来自论文无忧网 www.paper51.com1.3 The Scope ofthe Study
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.comThescope of the study was first-year students at Jinggu Middle School,enrolled in the first semester of the 2007 academic year. They were 10 classes,450 students come from in different areas. Other students in Grade Two andThree were not included in this research.
copyright paper51.com 内容来自论文无忧网 www.paper51.com 1.4The Research Questions
copyright paper51.com http://www.paper51.comObviously, thisstudy cannot cover all of the styles, which have been conducted in this area ofJinggu. The following questions will be discussed in this study.
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 1. What kinds of English learning stylesdo the students use when they learn English in class?
内容来自论文无忧网 www.paper51.com paper51.com2. Why do they use those English learningstyles? 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com
copyright paper51.com 2. Literature Review
内容来自论文无忧网 www.paper51.com copyright paper51.com2.1 Related Theory 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com Ellis (1991) described a learning styles as the moreor less consistent way in which a person perceives, conceptualizes, organizesand recalls information.
内容来自www.paper51.com paper51.com Learning styles refer to consistent and ratherenduring tendencies or preferences within an individual. Learning styles arethose general characteristics of intellectual functioning (and personalitytype) that especially adapt to you as an individual. For example, you might bemore visually or more reflective than someone would be styles that characterizea general pattern in your thinking or feeling.
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Learning styles specifically deal withcharacteristic styles of learning. Kolb (1984) proposes a theory of experiencelearning that involves four principal stages: concrete
copyright paper51.com http://www.paper51.com experiences,reflective observation, abstract conceptualization, and active experimentation.There are four major learning styles.The following learning found out by (Dunn,1983, Reinert,1976) : they are visualstyles, auditory styles, kinesthetic styles, and tactile styles. 内容来自www.paper51.com paper51.comVisuallearners are those who learn through seeing things. A visual learner is good atspelling but forgets names; needs quiet study time; has to think beforeunderstanding lecture; likes color pictures; understands charts; is good atlanguage using.Auditory learners are those who learn best through hearing things. A goodauditory likes to read to self out loud; is not afraid to speak in class; likesoral reports; is good at explaining; remember names; notices sound effects inmovies; enjoys music; is good at grammar and foreign language; reads slowly; cannot keep quiet for long time; enjoys acting; being on stage; is good at studygroups. paper51.com http://www.paper51.com Kinesthetic learners are those who learn throughexperiencing / doing things. A good kinesthetic learner is good at spots; cannot sit still for long time; is not great at spelling; does not have greathandwriting; likes science lab; studies with loud music on; likes adventurebooks, movies; like role playing; takes breaks when studying. 内容来自www.paper51.com copyright paper51.comTactile learning: “hands-on” learning, such as buildingmodels or doing laboratory experiments.
内容来自www.paper51.com 内容来自www.paper51.com2.2 Related Research 内容来自www.paper51.com http://www.paper51.comDoyle(1984) conclude that age and prior work experience influence learning styles,and their data indicate that the adult, especially after age 33, learns betterin doing (kinesthetic learning). Moreover, understand and use ofdifferent teaching styles by the instructor, as well as the awareness ofindividual learning styles by the student, may influence their English.
copyright paper51.com 内容来自www.paper51.comlearningin the classroom. There are, of course, dangers in the misuse of learning style assessment,diagnosis, and prescription. The variables that affects learning in generaleducation, and in second language learning in particular, is complex. Amultiplicity of interacting factors must be taken into account: thecompensating, role of motivation, the nature ofthe learning task, the relationship between teacher and student, and othersituational variables (Doyle, 1984). In short, learning style preferences ofstudents cannot be the sole basis for designing instruction, and prescription basedon diagnosis must be tentative, varied, monitored, and verified (Gregorc, 1979a, p. 236).McLaughlin (1981) indiscussing the problems of analyzing inventory data, states that research hastended to identify people on the basis of socioeconomic status, ethnicity, orIQ, rather than functional characteristics such as cognitive style, motivation,and temperament. Perhaps the most important future development is thedetermination of those functional characteristics that, interacting withspecific treatments, influence learning. For all of these reasons, bothteachers and students involved in identifying and using information on learningstyles should proceed with caution and be aware that no single diagnosticinstrument can solve all learning problems.
copyright paper51.com 内容来自www.paper51.com Nevertheless, already in 1956 in USA, Bruner (1966) in his classical"A study of thinking", had introduced the concept of strategyreferring to the mental processing behavior of individuals engaged in problemsolving.
内容来自www.paper51.com paper51.com Gordon (1987) in his top-selling book,The Learning Revolution, list learning-styles research among the bigbreakthroughs that can help every learner achieve his or her potential. Theysay millions of students around the world are failing at school because theyhave learning styles that are not suited to their school styles. 内容来自www.paper51.com 内容来自www.paper51.com3. Research Methodology copyright paper51.com copyright paper51.com3.1 Population and Subjects copyright paper51.com http://www.paper51.comThe population was first-year studentswho enrolled at Jinggu Middle School in the 2007academic year. They were 10 classes, 450 students. The subjects were 80students, who had been selected randomly from 10classes. They were 8 students in each class.
paper51.com copyright paper51.com 3.2 The Research Instruments http://www.paper51.com http://www.paper51.comTwo kinds ofinstruments have been used in this study. They are questionnaire, interviews. Questionnaire was employed to obtain data to reveal thedifferent frequencies of learning styles employed by first-year students inhigh school. The interview questions were given to the students during the break.
copyright paper51.com 内容来自论文无忧网 www.paper51.com 3.2.1 Questionnaire 内容来自www.paper51.com 内容来自www.paper51.com Thequestionnaire was given to the students after or during the break. Most ofquestionnaire was open-ended (see Appendix1). For example, when you are learningEnglish, what kinds of learning styles do you often use? Then participants wereasked to explain the usefulness of their styles. The answers to thequestionnaire were collected and scored.
paper51.com paper51.com 3.2.2 Interview 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Theinterview questions were given to the students during the break. Most of theinterview questions were open-ended (see Appendix 2). For example, how do youremember the new words? Do you like note-taking in the class? All theinterviews were written down immediately after interviews. 内容来自www.paper51.com copyright paper51.com 3.3 Procedures and Data Collection
copyright paper51.com 内容来自论文无忧网 www.paper51.com Questionnaireincluded two tasks:(1) detecting the tendencies of learning styles used by thefirst-year students at Jinggu Middle School. (2)analyzing the differences / or similarities in learning styles use thefirst-year students at Jinggu Middle School. Thequestionnaire (see Appendix 1) was completed by 80 students. It was completedwith the following conditions.
http://www.paper51.com paper51.com 1).The time was limited.
内容来自论文无忧网 www.paper51.com paper51.com 2).After explaining the purpose of the study, the researcher directed the studentsto complete it. Many styles they possible used are described in the statement. copyright paper51.com http://www.paper51.com 3).Students were encouraged to answer honestly to each statement. 内容来自论文无忧网 www.paper51.com copyright paper51.com 4). When studentsfinished answering the questionnaire, the answers to the questionnaire werecollected. paper51.com http://www.paper51.com
内容来自论文无忧网 www.paper51.com 4. Data Analysis and Results
copyright paper51.com 内容来自论文无忧网 www.paper51.com 4.1 The Findings of Questionnaire paper51.com http://www.paper51.com Table1: Visual learning styles copyright paper51.com http://www.paper51.com Styles
copyright paper51.com paper51.com Number of students
内容来自www.paper51.com copyright paper51.comPercentages
paper51.com 内容来自www.paper51.com
Make outlines of everything
paper51.com copyright paper51.com 25 paper51.com http://www.paper51.com 31.1% 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com
Like looking at wall displays，books etc. paper51.com copyright paper51.com28 paper51.com 内容来自论文无忧网 www.paper51.com 35%
http://www.paper51.com http://www.paper51.com
Often recognize words by sight
http://www.paper51.com copyright paper51.com 56
copyright paper51.com 内容来自www.paper51.com 70% 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com
Copy what is on the blackboard paper51.com http://www.paper51.com62
内容来自论文无忧网 www.paper51.com copyright paper51.com77%
内容来自www.paper51.com paper51.com Take notes, make lists 内容来自论文无忧网 www.paper51.com copyright paper51.com 47
http://www.paper51.com 内容来自www.paper51.com 60.8%
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com Table2：Auditory learning styles
http://www.paper51.com copyright paper51.com Styles
copyright paper51.com 内容来自www.paper51.com Number of students 内容来自www.paper51.com http://www.paper51.comPercentages
paper51.com paper51.com Like the teacher to provide verbal instructions
http://www.paper51.com 内容来自论文无忧网 www.paper51.com 73 copyright paper51.com paper51.com91% 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Repeating facts with eyes closed paper51.com 内容来自论文无忧网 www.paper51.com38 copyright paper51.com http://www.paper51.com 47.5% 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Solve problems by talking about them paper51.com 内容来自论文无忧网 www.paper51.com41
内容来自www.paper51.com 内容来自www.paper51.com 51%
copyright paper51.com paper51.com Use rhythm and sound as memory aids 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com34 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com42%
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Table3: Kinesthetic learning styles
copyright paper51.com 内容来自论文无忧网 www.paper51.comStyles 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com Number of students
http://www.paper51.com 内容来自论文无忧网 www.paper51.com Percentages
http://www.paper51.com paper51.comFind it difficult to sit still for long period http://www.paper51.com 内容来自论文无忧网 www.paper51.com 65 内容来自www.paper51.com http://www.paper51.com 81%
paper51.com paper51.com Use movement as a memory aid http://www.paper51.com copyright paper51.com30 copyright paper51.com 内容来自www.paper51.com 30.9% copyright paper51.com copyright paper51.comTable4: Tactile learningstyles copyright paper51.com 内容来自www.paper51.com Styles paper51.com 内容来自论文无忧网 www.paper51.comNumber of students 内容来自论文无忧网 www.paper51.com paper51.comPercentages
copyright paper51.com paper51.com Use writing and drawing as memory aids 内容来自www.paper51.com paper51.com57
内容来自www.paper51.com copyright paper51.com71%
paper51.com paper51.com Learn well in hands-on activities like projects and demonstrations
copyright paper51.com 内容来自www.paper51.com 18
内容来自www.paper51.com paper51.com 22.5% 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.comThe findings from questionnaireprovided evidence what kinds of learning styles the students use when theylearn English. They are visual learning style; auditory learning styles; kinesthetic learning styles and tactile way of learning. copyright paper51.com 内容来自论文无忧网 www.paper51.comThe findings ofdata (see above Tables) showed that visual learning styles learners were in thehigh recognize words by sight (56 students) copy what is on the blackboard (62students). Most of auditory learning styles learners like the teacher toprovide verbal instructions (73 students). Most of the kinesthetic learningstyles learner find it difficult to sit. http://www.paper51.com stillfor long period (65 students). Most tactile learning styles learners usewriting and drawing as memory aid (57 students).
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 4.2 The Findings of Interviews
copyright paper51.com copyright paper51.com Participants said that they used note-takingin the class，read loudly afterteacher，practice after class，recite new words，grammar focus. The goodEnglish learner is a willing and accurate guesser; has a strong drive tocommunicate, or to learn from communication. He is willing to do many things toget his message across. He can tolerate to make mistakes in order to learn andto communicate. Generally speaking, the resultsof this study showed that students strongly preferred auditory and kinestheticstyles.
内容来自www.paper51.com paper51.com内容来自论文无忧网 www.paper51.com 5.Conclusion
copyright paper51.com paper51.com5.1 Summary of the Results paper51.com Thefindings suggested that every one of us has a learning style as unique as ourfingerprints. The finding from questionnaire provided evidence what kinds oflearning styles students use when they learning English. Some of them werehighly visual — they had to see colorful pictures or graphics to absorbinformation easily. Others were strong auditor, they learn more easily bylistening. Yet others were kinesthetic, they learn best by moving and doing.That is to say: some people learn better from seeing things, and enjoydiagrams, writing things down and reading. Other people have an instinctive earand like learning from hearing and listening, while others prefer action suchas making things with their hands, and walking about. http://www.paper51.com copyright paper51.comSome students studied best in groups,others by themselves. Include plenty of content in handouts to reread after thelearning session. Leave white space in handouts for note taking. The stylesthey had not pay attention to those：Emphasize key points to cue when totake notes; they draw pictures in the margins. Show diagrams and thenexplain them. The learners envision the topic or they act out the subjectmatter. Use activities that get the learners up and moving. Play music, whenappropriate, during activities. Use colored markers to emphasize key points onflipcharts or white boards. Provide toys give them something to do with theirhands. An auditory student may do quite welllistening. While a visual student appreciates having explanations put onthe blackboard. Kinesthetic learners can have the most difficulty learning,because schools they are traditionally operated do not take them into accountas much as they do auditory and visual learners, especially elementary age.Visual learners more often well using books, and flashcards for rotememorization. If they also do not have a strong auditory aptitude, they maystruggle with developing conversation skills. One way they can improve theirlistening skills that is to use computer programs or video devices to providesubtitles or other visual clues what they are hearing. Auditory learners mayhave the easiest time developing conversation skills. They benefit more thanother styles of learners by listening to instructional tapes, watching EnglishTV, listening to English radio, or listening to English music. 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com By recognizing andunderstanding their own learning styles, they can use techniques better suitedto them. This improves the speed and quality of their learning. Consequently, students should have the opportunity toassess their own learning style preferences and should be encouraged to diversifythose preferences. http://www.paper51.com paper51.com内容来自www.paper51.com
http://www.paper51.com http://www.paper51.com 内容来自论文无忧网 www.paper51.com
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com
paper51.com
内容来自www.paper51.com 内容来自www.paper51.com
paper51.com References
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.comBruner, S. 1985. Study ofThinking, Science Editions [M]. New York,Academic Press. paper51.com 内容来自www.paper51.comCarbo, M.1983. Research in learning style and reading [M].Cambridge University Press. http://www.paper51.com copyright paper51.comDavid, L. 1981. Learning style [M]. New York: Academic Press.
paper51.com paper51.com Doyle, W.1984. Classroom research on matching learningand teaching styles [J]. Modern Language Journal [M]. EducationalLeadershi. paper51.com 内容来自论文无忧网 www.paper51.com Dunn, R.1983. Learning style and its relation toexceptionality at both ends of the spectrum [M]. Oxford, Heinemann.
copyright paper51.com copyright paper51.com Dunn,R.1979. Learning styles/teaching styles: Should they be matched? [J]. EducationalLeadership, 36, 238–244.
copyright paper51.com http://www.paper51.com Dunn,R.1993. Teaching secondary students through their individual learning styles[J]. New York: Academic Press. paper51.com http://www.paper51.com Ellis, R. 1991. Individual differences in learning [M].Cambridge University Press.
内容来自www.paper51.com http://www.paper51.com Farr, B.1971. Individual differences in learning:Predicting one’s more effective learning modality [M]. Unpublished doctoraldissertation Catholi University.
http://www.paper51.com copyright paper51.com Fischer,B.1979. Styles in teaching and learning [J]. EducationalLeadership.
http://www.paper51.com http://www.paper51.com Gordon,R.1987. The Learning Revolution [M]. Cambridge University Press. http://www.paper51.com 内容来自论文无忧网 www.paper51.com Gregorc, A.1979. Learning is a matter of style [J].Journal of the American Vocational Association, 59, pp. 236.
paper51.com 内容来自www.paper51.com Keefe,J. 1979. Learning style overview, students learning style [M]. Reston, VA:National . 内容来自www.paper51.com paper51.com Kolb, D.1984.Experiential Learning [M]. EnglewoodCliffs, NJ: Prentice-Hall.
http://www.paper51.com paper51.com McLaughlin, B.1981. Language Learning [M]. Cambridge University Press.
http://www.paper51.com 内容来自www.paper51.comPrice, G.1980. Readingachievement and learning style characteristics [J]. University of California Press.
http://www.paper51.com http://www.paper51.com Reinert, H.1976. One pictureis worth a thousand words? [J]. Modern Language Journal. paper51.com paper51.com戴运财，2002,《场独立/依靠的认知方式和第二语言习得》[J],《 外语教学与研究 》。北京：外语教学与研究出版社。 paper51.com 内容来自论文无忧网 www.paper51.com康淑敏，2003，《学习风格理论——西方研究综述》[J], 山东外语教学。山东: 山东外语教学与研究出版社。
内容来自www.paper51.com copyright paper51.com刘润清，戴曼纯编，2003，《中国高校外语教学改革——现状与发展策略研究》[J], 北京：外语教学与研究出版社。 内容来自www.paper51.com paper51.com王初明, 1992，《中国学生的外语学习方式调查》[M]。长沙：湖南教育出版社。 copyright paper51.com http://www.paper51.com
paper51.com 内容来自www.paper51.compaper51.com
http://www.paper51.com 内容来自论文无忧网 www.paper51.com
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com
paper51.com 内容来自论文无忧网 www.paper51.com Appendix1： Survey of English LearningStyles
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Name： Class：
paper51.com copyright paper51.comIntroduction: The aim of this study is to collectinformation about the English learning styles you use when you learn English.If you are agree （√）or disagree（×）. Thank you for your cooperation.
copyright paper51.com copyright paper51.com 说明：本调查目标主要收集你喜欢用的英语学习风格。如果你同意打（√）不同意打（×）。谢谢合作!
内容来自www.paper51.com copyright paper51.com 1. Use many visuals in the classroom. For example，wall displays posters，flashcards.在教室里用许多视觉教具，比如海报展示，动画卡片。（ ）
内容来自www.paper51.com 内容来自www.paper51.com 2. Use audiotapes and videos，storytelling，songs，jazz chants，memorizationand drills.用录音带子，讲故事，唱歌，爵士音乐，记忆练习。（ ）
copyright paper51.com copyright paper51.com 3. Use physical activities，competitions，board games，roleplays.用科学的活动，竞赛，游戏，小组活动。（ ） 内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com 4.Makes outlines of everything. 不管什么都喜欢写大纲。（ ） 内容来自论文无忧网 www.paper51.com paper51.com5. Take notes, make lists. 记笔记,列清单。( )
copyright paper51.com copyright paper51.com6.Watching videos. 观看碟子。( )
http://www.paper51.com 内容来自论文无忧网 www.paper51.com7.Participating in-group discussion. 小组讨论。( )
内容来自www.paper51.com http://www.paper51.com8.Studying in short time. 短时间学习。( ) paper51.com http://www.paper51.com
paper51.com
http://www.paper51.com http://www.paper51.com 内容来自www.paper51.com Appendix 2： Interview Questions http://www.paper51.com copyright paper51.comPlease write down your answers in honest after read thosequestions. 阅读这些问题后请如实写下你的答案。 copyright paper51.com 内容来自www.paper51.com 1.What kind of English learning styles did you likebest at school? 在学校你最喜欢用哪种英语学习风格？ http://www.paper51.com 内容来自论文无忧网 www.paper51.com2.How do you often learn new words?.你通常是怎么学习新单词的？ paper51.com paper51.com3.Are you good at writing or speaking your duringyou English learning? 在你英语学习过程中你擅长写还是说？ copyright paper51.com paper51.com 4. Doyou like to work alone, in a pair or in a large group? 你喜欢一个人学习，两个人或者一个组里面?
内容来自论文无忧网 www.paper51.com http://www.paper51.com5. Doyou like to take notes at class? 在课堂上你喜欢记笔记吗？
copyright paper51.com paper51.com 内容来自www.paper51.com http://www.paper51.com 内容来自www.paper51.com http://www.paper51.com
内容来自论文无忧网 www.paper51.com Thank you for your cooperation. 谢谢合作
copyright paper51.com copyright paper51.com
内容来自www.paper51.com http://www.paper51.com 内容来自论文无忧网 www.paper51.com
内容来自www.paper51.com
copyright paper51.com
http://www.paper51.com copyright paper51.com |