A Study on the Relationship Between Direct Language Learning Strategy USE and English Reading Proficiency of English Majors [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-02-20编辑:lgg点击率:7688
论文字数:38762论文编号:org201702191735007361语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文阅读水平英语专业频率
摘要:本文是英语毕业论文,本文的研究结果印证了前人的结论,表明了高阅读水平者使用学习策略的频率更加频繁。学习策略的使用情况可以帮助学生通过使用特定的学习策略来提高自身的阅读能力。
emonstrated in the third section. It also provides an overview of empirical studies on the relationship between learning strategies and language proficiency as well as reading proficiency abroad and at home in the last two sections.
2.1 Definitions of language learning strategies
There is no consensus on the definition of learning strategies (Bislystok, 1981; Wenden, 1987; O’Malley & Chamot, 1990). According to Ellis (1994), the concept of learning strategies is still somewhat fuzzy. The definitions have been developed by many researchers after it has been first defined by Rubin (1975). Stern (1983, cited in Ellis, 1994, p. 531) defines LLSs as “particular forms of observable learning behavior, more or less consciously employed by language learners”. Rubin (1987, p. 23) gives the definition again “learning strategies are those which contribute to the development of the language system that the learner constructs and affect learning directly”. Rubin (1987) focuses on “social strategies”, which refer to the action affecting learning process indirectly. However, this definition does not mention the purpose for which learners employ language learning strategies.
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2.2 Classifications of language learning strategies
Since there is no consensus on the definitions of learning strategies, many disagreements exist concerning language learning strategy classification. Researchers like Rubin (1987), Oxford (1990), O’Malley & Chamot (1990), and Wen (1996) have proposed their classification systems of learning strategies based on different criteria.Rubin’s classification of learning strategies was based on the direct and indirect effect of learning strategies on language learning. He distinguished two kinds of language learning strategies, the direct learning strategies and the indirect learning strategies. The direct learning strategies that contribute directly to language learning are further divided into two strategies, learning strategies and communication strategies. Learning strategies, which affect directly the development of language system constructed by learners, include two subdivided categories, cognitive strategies and metacognitive strategies. Cognitive strategies refer to the procedures or the operations employed in language learning process or in dealing with specific problems, which are used to solve problems in language learning with the method of dire
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