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基于感知学习风格的高中听力教学实验研究

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Chapter 1 Introduction

  1.1 Research Background In 1954,American scholar Herbert Thelen firstly put forward the concept oflearning style as one of the important factors leading to individual differences inforeign language learning. Since then, learning style has aroused wide concern.Learning style was originally a concept of general psychology,referring to initiativemode in which human used their own personal strength to adjust and adapt to sociallife. Now it refers to personalized and relatively stable mode of thinking andbehavior in learning and interacting with environment. Many researchers andeducators have made great contributions to the study of learning style,such as Mr.and Mrs. Dunn, Price(1975),Gregore(1979), Keefe(1979) and Reid(1987). Here,wecan not fail to mention Reid for learning style research contribution. Reid (1995)refers to learning style as an individual's natural, habitual and preferred ways ofabsorbing, processing and retaining new information and skills. The knowledge oflearning style can help educators adjust their teaching methods according to learners'different style preferences. By knowing the learning style, students also get benefitsthrough choosing appropriate learning strategies,which can result in improvinglanguage competence and proficiency.In modem society, listening teaching gains greater significance. Listening is one ofthe four basic skills in language learning. To improve the capacity of listeningcomprehension is not only an important standard to measure the English learners'ability to use language, but also a critical tool to carry out communication. Listening is the most frequently used language skill in classroom (Oxford,1993). Therefore,itis necessary to address the significant of listening. ........   1.2 Purpose and Significance of Research As learning style plays an important role in language teaching and learning,teachers should pay attention to individual differences by taking students' learningstyle into consideration. Learning style is not only a help for teachers,but also aguidance for students.It is worth mentioning that most researches focus on the studies of relationshipbetween learning style and overall English scores, but seldom on the relationshipbetween learning style and English listening ability. Also it is a fact that mostresearch subject are college students instead of senior high students. Thus the aim ofthe study is to investigate the correlation between perceptual learning style andEnglish listening ability of senior high students.The author consults domestic leading journals in the past ten years(2004.1-2013.12) and finds out that only seven of the theses published on thejournals are concerned about learning style and English listening. Among the seventhese,one is about the influence of field-dependence/independence learning style onlearning strategies for English listening comprehension,Liu(2012);one is concernedabout the research on relationship between learning style and English listening achievement in college,Lu(2007);one is about teaching practice adapted to learningstyles in college English listening Zhang(2011);one is concerned about the researchon relationship between learning styles and listening strategies,Liu(2013). .........   Chapter 2 Literature Review   2.1 Description of Learning Style Claxton & Ralston (1979) refered a learning style as a method of reaching to andutilizing stimuli during the process of learning in an individual way.Keefe (1979) argued a learning style is a constant, stable and tendentious behaviorthat a learner represents when he interplays with his studying envirorment fromperspectives of cognitive,sensational and physiological factors.Marlin Languis (1981) pointed out that a learning style is an individual feature tohandle education information on the stability of the mode of action,in the family, allthe variables influence of school and social culture development under the restrictionof people formed and deep structure stored in nervous tissue and the personality ofindividual,Rita Dunn & Kenneth Dunn (1986) figured out that learning style is the way that astudent shows when he tries to master and memorize difficult knowledge and skillsthat he focuses on, including his choice of studying environment emotion, needs forgroup and physiological ones. .........   2.2 Perceptual Learning Style Reid (1988: 39) defined perceptual learning style as the means by which learnersextract information from their surroundings through the use of their senses. Scholarsfound that people leam through different senses. The senses through which eachperson takes in and gains new information are called perceptual learning stylechannels.Reid(1984) classified learners into six different categories;Visual learners; The learners will leam best by seeing some visual materials, suchas books,newspapers, and magazines. They used to xinderstanding the informationand explanation by reading them. They prefer reading a book than oral explanation.They want to remember the information by taking notes in a lecture.Auditory learners: The learners will leam best by reading some audio materials,such as tapes,lectures, and class oral activities. They like to listen to lectures orteachers. They benefit from listening to audio materials, discussing with classmates,and talking to teachers. ........   Chapter 3 Experimental Design.......18 3.1Research Questions............18 3.2Subjects......18 3.3Instruments......19 3.4Procedures of Experiment......20 Chapter 4 Results, Findings and Analysis......27 4.1 Results of Perceptual Learning Style Questionnaire......27 4.2English Listening Scores......29 4.3Interest Investigation.......34 Chapter 5 Conclusion......37 5.1Main Findings......37 5.2Implications......38 5.2.1To Teachers......38 5.2.2To Students.........41 5.3Limitations......45 5.4Suggestions for the Future Study......46   Chapter 4 Results, Findings and Analysis   In this chapter, the author will give you a general profile of results, including theperceptual learning styles, and the comparison between pretest and posttest. A weekafter the experiment conducted,the author colle{代写论文就找www.haolw.com好论文网}cted the data with regard toperceptual learning style as follows:   4.1 Results of Perceptual Learning Style Preference Questionnaire From table 4-1, we can know that seven perceptual learning styles exist among thestudents, including visual, auditory, tactile,kinesthetic, group, individual, andmultiple learning styles. That is to say,there are predominant learning styles amongthe students. For some reason,5 students failed to finish the perceptual learning stylepreference questionnaire. So we only get 36 valid papers. As we see, there are twomajor perceptual learning styles, tactile and multiple learning styles. What's more,36.1% students choose the multiple learning styles and 16.7% students choose thetactile learning style. Moreover, the less preferred ways are auditory (11.1%),kinesthetic (11.1%), group (11.1%), individual (11.1%) learning styles. The leastpreferred way is the visual learner (2.8%). That is to say, in our school,students areinclined to diverse learning ways and land-on” experience. So it is urgent andnecessary to conduct this experiment. In this way,the students will not be hindered inboring learning ways. ........   Conclusion   Descriptive statistics is used to analyze the number and frequency of all sixperceptual learning styles. Based on the criteria, multiple and tactile learning styleare the most preferred ways; auditory,kinesthetic, group,and individual learningstyle are less preferred learning ways; visual learning style are the least preferredways of learning language. The results of the study indicate that the Tai pingcun No.1 senior high school students do have predominant perceptual learning styles.According to the statistical data presented in the previous chapter,the resultsfirstly reveal that the students' English listening achievement improve with someteaching activities matching their perceptual learning styles. The experimental class'spretest average score is 8.1 whereas the control class's pretest average score is 7.8.That is to say, the two class English listening proficiency is almost at the same level.So the author decided to conduct some methods fitting their individual differences toteach her students. These two parallel classes have some substantial differences aftercarrying out some methods in one semester. The author adapt some methodsincluding making some props,playing a drama, discussion etc. After one semester,the experimental class's average listening score is 10.6 in the meantime the controlclass's score is 7.9. Based on these data, the results testified this kind of teachingmethod matching students' perceptual learning styles do have a significant role inteaching listening. ......... The reference (omitted)(责任编辑:gufeng)本文来自好论文网(www.haolw.com),未经允许,不得转载。
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