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1、An Empirical Study of the Yi Students English Learning Strategies in Junior Middle Schools of Chuxiong一项对楚雄州初中彝族学生英语学习策略的实证研究Table of ContentsContents PageTable of contents . . . . . . . . . . . . . . .iList of tables and figures . .vConventions and abbreviations. . viAcknowledgements. . . . . . . .
2、 . . . . . . viiStatement of authorship. . . . . . . . . . . . .ixAbstract ( in English) . . . . . . . . . . . . . xAbstract ( in Chinese) . . . . . . . . . . . . . xiiiChapter One Introduction1.1 Introduction to the study 11.2 Statement of the problems 11.2.1 The drawbacks of the present theoretica
3、l outcomes 11.2.2 The Yi students special background21.2.3 The present situation of English language teaching for the Yi students in Chuxiong 41.3 Rationale of the study 51.4 Objectives of the study61.5 Significance of the study61.6 Outline of the thesis 7Chapter Two Literature Review 2.1 Introducti
4、on 8i2.2 Definitions of learning strategies 82.3 Categories of learning strategies : an overview 92.4 Summary 14Chapter Three Methodology3.1 Introduction 163.2 Specific research questions 163.3 Participants173.4 Sampling 173.5 Instruments . 183.5.1 Questionnaire . . 183.5.2 Interviews . 183.5.3 Engl
5、ish scores of two tests 183.5.4 Classroom observations 183.6 Data collection procedures . 193.6.1 Subject selection 19 3.6.2 Classroom observations 19 3.6.3 Questionnaire design 20 3.6.4 Pilot study .20 3.6.5 Delivery of the questionnaire 20 3.6.6 Interviews .213.7 Data analysis 213.7.1 Validity of
6、data .213.7.2 Quantitative analysis of the data 223.7.3 Qualitative analysis of the data 233.8 Summary 23iiChapter Four Results and Discussions4.1 Introduction 244.2 Category framework of learning strategies in this study 244.3 Results and discussions about the quantitative research 254.3.1 Correlat
7、ion between beliefs and learning results. 254.3.1.1 Results of the Pearson Correlation analysis . 254.3.1.2 Findings.264.3.2 Differences between beliefs of high-achievers and low-achievers26 4.3.2.1 Results of the Independent Samples Test .26 4.3.2.2 Discussions and implications. 274.3.3 Correlation
8、 between learning strategies and learning results.27 4.3.3.1 Results of the Pearson Correlation analysis . 27 4.3.3.2 Discussions 294.3.4 Differences between strategy application of high-achievers and low-achievers . . 294.3.4.1 Results of the Independent Samples Test. 29 4.3.4.2 Discussions. 304.3.
9、5 Comprehensive analysis of the Yi students strategy application .30 4.3.5.1 Descriptive statistics of each strategy category . 30 4.3.5.2 Findings 314.3.6 The Yi students main difficulties in English learning31 4.3.6.1 Frequency distribution and description of the difficulties 31 4.3.6.2 Results of
10、 the Pearson Correlation .31 4.3.6.3 Conclusions .324.4 Results and discussions about the qualitative research324.4.1 Results of individual interviews for teachers324.4.2 Results of individual interviews for students32iii4.4.3 Summary of difficulties in learning .334.4.4 Findings and discussions. 35
11、4.5 Summary.35 Chapter Five Conclusion 5.1Introduction.36 5.2 Major findings from the study36 5.2.1 Findings on strategy application of the Yi students 36 5.2.2 Findings on the correlation between the Yi students strategy application and learning results . .36 5.2.3 Findings on the Yi students diffi
12、culties in English learning36 5.3 Implications.37 5.3.1 Theoretical implications .37 5.3.2 Methodological implications37 5.3.3 Practical implications38 5.3.4 Pedagogical implications. 385.4 Limitations of the study and suggestions for future research39References. 40Appendix 1 Questionnaire .43Append
13、ix 2 Individual interview for students . 47Appendix 3 Individual interview for teachers48Appendix 4 Transcription of individual interviews for teachers49Appendix 5 Transcription of individual interviews for students52Appendix 6 Tables and figures in quantitative analysis62ivList of Tables and Figure
14、sTable 2.1: Definitions of learning strategies .8Table 2.2: OMalley and Chamots categories of learning strategies .12Table 2.3: Oxfords classification of learning strategies .12Table 3.1: Summary of classroom observations .19Fig. 3.2: Frequency distribution of the first test . 22Table 4.1: A table f
15、or checking questionnaire items within each category .24Table 4.2: Correlation between beliefs and learning results 25Table 4.3: Frequency distribution of beliefs No.4, 5, 9 and 19 62Table 4.4: Descriptive statistics of low-achievers and high-achievers .26Table 4.5: Correlation between learning stra
16、tegies and learning results .28Table 4.6: Frequency distribution of strategies No.3, 6 and 12 63Table 4.7: Frequency of strategies No.13, 15, 16 and 18 .28Table 4.8: Significance value of strategy No.12 . 29Table 4.9: Summary of strategy application of each category 30Table 4.10: Descriptive statist
17、ics of each strategy category . 64Fig. 4.11: Frequency distribution of the main difficulties . 65Table 4.12: Interpretation of difficulties in English learning . 31Table 4.13: Description of learning difficulties . 32Table 4.14: Summary of Part One: background . 33Table 4.15: Summary of Part Two: be
18、liefs . 33Table 4.16: Summary of learning difficulties . 34Table 4.17: Summary of Part Three: learning strategies .34Conventions and AbbreviationsSPSS Statistical Package for Social ScienceSig. significanceStd. Dev standard deviationFig. figuresS1 student 1T1 teacher 1Ss studentsNo. numberviAbstract
19、This study is intended to investigate how the junior Yi students employ learning strategies in their English learning. The study involves an analysis of the present teaching of English in Middle schools of Chuxiong, an analysis of the Yi students cultural background and an investigation on the strat
20、egy application and learning difficulties of the junior Yi students in their English learning. A detailed analysis was conducted to illustrate what are the strategies that the Yi students fail to use or cant use effectively. A discussion was also conducted to explore the relevance between their lear
21、ning strategies and the learning results. According to Oxford (1990), language learning strategies are behaviors or actions which the learners use to make language learning more successful, self-directed and enjoyable. Chamot (1987) claimed that learning strategies are techniques, approaches or deli
22、berate actions that students take in order to facilitate the learning. Ellis (1994) believed that strategy choice can affect learning outcomes, which in turn can have an influence on strategy use. Nunan (1999: 63) suggested that strategy training does make a difference in several key areas. First, i
23、t had a significant effect on student motivation. It also had a significant effect on students knowledge of strategies, and their appreciation of the use of strategies in their language learning. Wen (1996) claimed that learning strategies have direct influence on the results of learning and that th
24、e adjustment of learning strategies is the key factor in successful learning. Previous researches showed that learning strategies contribute directly to learners learning results. The New National Middle School English Curriculum Standard of China ( Ministry of Education, 2001) also emphasized the o
25、btaining of effective learning strategies.Based on previous researches, the present study conducted face-to-face interviews, classroom observations, a five-point scale questionnaire and the analysis of two tests to study the junior Yi students and the study reveals the following xfindings: 1. The ju
26、nior Yi students are good at using metacognitive strategies and social/affective strategies but they are not good at using cognitive strategies. Most of the Yi students do not often use translation strategies.2. The junior Yi students employment of metacognitive and social/affective strategies has s
27、ignificant correlation with their learning results. This shows that the employment of metacognitive strategies and social/affective strategies is one of the major factors influencing their English learning results.3. The differences between English and Chinese in terms of pronunciation, grammar, voc
28、abulary and cultural background are the main obstacles in their English learning. Poor economic condition is also a big obstacle to the Yi students English learning.4. Generally, the Yi students are introvert and shy. They are not creative in strategy application, either; but they are hard-working a
29、nd easy to motivate. Findings from this research suggest that metacognitive strategies and social/ affective strategies are very important in English learning. However, these strategies should be combined with cognitive strategies. Both the knowledge about English itself and the knowledge about lear
30、ning strategies are important and they should gain equal weight in learning and teaching. Only when cognitive strategies, metacognitive strategies and social /affective strategies are combined together will learning achieve better results. Therefore, teachers should, on one hand, develop students aw
31、areness of using good learning strategies，do more strategy guiding and training and help students gain effective learning strategies. On the other hand, teachers should take the Yi students specific personalities and their cultural background into consideration, give them more chances to participate
32、 in learning activities and give them persistent encouragement. Lastly, and the most important, learning strategies are not all-purpose although they may contribute greatly to learning. They shall never take the place of the learning process itself. Only when strategies are based on diligence will s
33、uccess in English xilearning be gained. Therefore, teachers should always follow the right orientation in strategy training and prevent students misconception of taking shortcuts in English learning.Key words: junior; Yi students; metacognitive strategies; cognitive strategies; social/affective stra
34、tegies; translation strategiesxii摘要本研究主要通过对初中彝族学生在英语学习过程中的学习策略应用情况的调查，分析他们善于使用哪些策略、缺少或不能充分利用哪些策略，并就英语学习策略和学习成绩之间的相关性进行分析和讨论。此外, 本研究还调查、分析了初中彝族学生的特殊的文化背景及学习英语的主要困难。Oxford认为，学习策略指的是学习者在语言学习中所采取的能促使学习更成功、更有针对性的一些具体行为。Chamot 认为，学习策略是学习者在语言学习中所采用的能促进学习的技巧、方法及有意识的行为。Ellis 指出，策略的选用会影响学习的结果，而学习的结果又反过来影响策略的使
35、用。Nunan 认为，学习策略的训练很重要，它不但影响学生的学习动机，还影响学生对学习策略的认识及使用。文秋芳指出，学习策略直接影响到学习的结果，不断地调整学习策略是成功的语言学习的关键因素。我国教育部在2001年颁布的全日制义务教育普通高级中学英语课程标准（实验稿）中也明确指出学习策略是学生综合语言运用能力的一个重要组成部分，是提高学习效率、发展自主学习能力的保证。在前人的研究成果的基础上，本研究通过实地听课观察、问卷调查、访谈师生及对两次测试成绩的分析，对初中彝族学生在英语学习过程中的学习策略应用情况进行了研究，得出了以下结果：1. 总的说来，初中彝族学生更善于使用元认知策略和社会/情感策
36、略，但是他们不善于使用认知策略，大部分学生都不经常使用翻译策略。2. 初中彝族学生的元认知策略和社会/情感策略的使用与他们的英语学习成绩密切相关。因此，能否经常地、有效地使用元认知策略和社会/情感策略是影响他们的英语学习成绩的因素之一。3. 中、英文在语音、语法、词汇和文化背景方面的差异是初中彝族学生在英语学习中的主要障碍。此外，经济条件差也是他们学习中的一大困难。4. 初中彝族学生普遍内向、羞怯，不大喜欢开口，并且对策略的应用不太灵活，缺乏创新，但他们刻苦、学习动机强。上述研究结果表明：元认知策略和社会/情感策略在学习的过程中起着重要xiii的作用，然而，只有当把它们与认知策略结合起来使用时
37、才能取得最佳的效果，英语语言本身的知识及学习策略方面的知识在教与学当中都是同等重要的。 因此，教师应当培养学生优化学习策略的意识并在平常的教学中重视英语学习策略方面的指导和训练，帮助学生获得良好的学习策略并养成良好的学习习惯。教师在平常的教学中要充分考虑到彝族学生特殊的文化背景及个体因素，尽量多组织师生互动活动，让他们有机会参与到活动中去。此外还应该对他们多加鼓励，以增强他们学习的自信心。最后要说明的是，尽管学习策略有助于提高学习效率，但它毕竟不是万能的，它最终还是不能取代语言学习本身，因此，英语学习要取得成功，除了会应用有效的学习策略外，首先还是离不开自身的勤奋努力，教师在向学生说明学习策略
38、的重要性及进行策略训练时要正确引导，以防学生形成“学习英语不必下苦工夫，可以走捷径”的心理。 关键词：初中；彝族学生；元认知策略；认知策略；社会/情感策略；翻译策略xvChapter One Introduction1.1 Introduction to the study This study originates from my quenchless curiosity and deep interest with the Yi students and a strong urge to explore how they learn English. The study is intend
39、ed to investigate how the Yi students employ learning strategies in their English learning in junior middle schools of Chuxiong. The study involves: an analysis of the present teaching of English in Middle schools of Chuxiong, an analysis of the Yi students cultural background and an investigation o
40、n the strategy application of the junior Yi students. A detailed analysis is also to be given to illustrate what are the strategies that they fail to use or cant use effectively. A discussion is to be conducted to explore the relevance between their learning strategies and their learning results. Be
41、sides, it tries to explore the main difficulties that exist in their English learning, expecting that special characteristics of the Yi students in English learning will be revealed.In this study, face-to-face interviews, classroom observations and a five-point scale questionnaire are to be conducte
42、d to test the students from the Yi background. The research is based on the assumption that the Yi students application of learning strategies is closely related to their English proficiency, although there may be many other factors influencing students learning results in English learning. On this basis, the Yi learners should be given sufficient concern on the guiding and training of effective learning strategies, with their cultural background, personalities and the difficulties in learning being taken into consideration. 1.2 Statement of the problems1.2.1 The drawback
