A Study on the Relationship Between Direct Language Learning Strategy USE and English Reading Proficiency of English Majors [5]
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:7687
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。
g strategies (DLLSs) and the three broad strategy categories used by all subjects are all computed and the results of which are presented in Table 1. The means of DLLSs as well as memory, cognitive and compensation strategies are given in Table 1. According to Oxford (1990, p. 300), a mean score that falls between 3.5 and 5.0 is defined as a high frequency of language learning strategy use and a mean score between 2.5 and 3.4 as a medium frequency while a mean score between 1.0 and 2.4 indicates a low frequency. In Table 1, the means of direct LLSs as well as memory, cognitive and compensation strategies are 3.3, 3.0, 3.4 and 3.4 (SD= .40, .50, .44, .56) respectively, all of which fall between 2.5 and 3.4. The frequencies on the use of cognitive and compensation strategies are relatively the same, which are higher than that of memory strategies. So the subjects in the current study report a medium frequency for the overall direct learning strategy use. Memory, cognitive and compensation strategies are all used at a medium level. Among the three direct strategy categories, the subjects report using cognitive and compensation strategies most frequently, followed by memory strategies.
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CONCLUSION
Four parts will be included in this chapter. First, the major findings of this study will be described and summarized respectively based on the three objectives of this study. Then the limitations and the implications of this study will be provided. At the end of this chapter, the suggestions for further study will be presented in order to pave the way for more future empirical studies. The major findings of the study are as what follows. First, the frequency of the overall direct learning strategy use as well as memory, cognitive and compensation strategy use is all found at a medium level. That is to say, the students in this study “sometime” use the direct learning strategies, including memory, cognitive and compensation strategies. Among the three direct strategy categories, the students report using cognitive and compensation strategies most frequently, followed by memory strategies. The frequency of the use of cognitive strategies is the highest and that of memory strategies is the lowest among the three direct learning strategies. So cognitive strategies are the most used type of strategies while memory strategies are relatively least used.
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The refere
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