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本文采用Joy Reid(1984)的“感知学习风格倾向量表”问卷,结合定量分析方法和定性分析方法,就一所国内高职学院英语专业180名学生进行调查,主要研究感知学习风格的总体倾向及其与英语学习成绩的相关性。研究结果表明学生具有多种学习风格,但偏好依次为动觉型、听觉型、合作型、触觉型、视觉型和独立型;学习风格与成绩之间并未有很明显的相关性,但在分析高分组与低分组成绩时,发现动觉型学习风格与成绩之间存在显著负相关性。个体差异在二语习得领域中一直是中外教育者的研究课题。其中,感知学习风格的个体差异直接影响着课堂教学效率。本文引用Reid“感知学习风格”术语,含视觉型、触觉型、听觉型、动觉型、合作型和独立型。通过对高职英语专业学生的调查,分析感知学习风格的总体分布及其与学习成绩的相关性,据此直接服务于课堂教学,同时提供课题研究价值。
In this paper, Joy Reid’s (1984) “Perceptual Learning Style Tendency Scale” questionnaire was combined with quantitative analysis methods and qualitative analysis methods to investigate 180 students of a professional English major in a domestic vocational college, mainly to study the perceptual learning style. The general tendency and its relevance to English learning achievement. The results show that students have multiple learning styles, but the preferences are kinesthetic, auditory, cooperative, tactile, visual, and independent; there is no obvious correlation between learning style and performance, but When analyzing the scores of high and low groups, it was found that there was a significant negative correlation between kinesthetic learning style and performance. Individual differences have always been the research topic of Chinese and foreign educators in the field of second language acquisition. Among them, individual differences in perceived learning style directly affect the efficiency of classroom teaching. This article cites Reid’s “perceptual learning styles,” a term that includes visual, tactile, auditory, kinesthetic, cooperative, and independent. Through the investigation of English majors in higher vocational colleges, the overall distribution of perceptual learning styles and their correlation with academic performance are analyzed. Based on this, they directly serve classroom teaching and provide the research value of the subject.