论文题目：英语语法学习策略与语言成绩的相关性研究
摘要：长久以来,语法教学在中学英语学习过程中扮演着关键角色。中学阶段作为系统学习语法的最初阶段,对未来的英语学习发挥着重要的作用。因此,作为重要学习策略的语法学习策略应该被高度重视。此研究结合定量和定性的研究方法,分析了位于中国北方的一所农村地区的初三学生的英语语法学习情况。数据收集过程中,运用了问卷和访谈的研究工具,经过SPSS17.0软件分析,研究结果表明:受试群体运用语法学习策略的整体水平较低,尤其是元认知学习策略;英语学习成绩和语法学习策略具有一定意义上的相关性;除了元认知策略,高低分组在其他学习策略方面具有差异性。语法学习策略能在在一定程度上促进语言成绩,但元认知策略几乎和语言成绩没有统计意义上的相关性,认知语法学习策略和情感学习策略与语言成绩具有低相关,交际学习策略与语言成绩具有中等程度上的相关性。研究结果对教师的教学和学生的学习过程具有一定的启示意义。教师应该提高自己的专业能力,学生应该端正语法学习的态度,积极探索适合自身的语法学习策略。
关键词：语法学习策略;语言成绩;成绩优秀者和成绩落后者
学科专业：外国语言学及应用语言学
学位论文的主要创新点
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Research Significance
1.3 The Layout of the Thesis
Chapter 2 Literature Review
2.1 Language Learning Strategies
2.2 Grammar Learning Strategies
2.2.1 The Relationship between Grammar and Learning Strategies
2.2.2 Issues on Grammar Learning Strategies
2.3 Correlation between Grammar Learning Strategies and LanguageAchievement
2.3.1 Correlation between Grammar Learning Strategies and LanguageAchievement Abroad
2.3.2 Correlation between Grammar Learning Strategies and LanguageAchievement in China
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.4 Research Instruments
3.4.1 Questionnaire
3.4.2. Interview
3.4.3 Examination Materials
3.5 Research Procedures
3.5.1 Data Collection
3.5.2 Data Analysis
Chapter 4 Research Results and Discussion
4.1 The Overall Use of Grammar Learning Strategies
4.1.1 The Most Frequently- used Grammar Learning Strategies
4.1.2 The Least Frequently- used Grammar Learning Strategies
4.2 Correlation between Grammar Learning Strategies and LanguageAchievement
4.2.1 Correlation between Cognitive Strategy Dimension and LanguageAchievement
4.2.2 Correlation between Meta-cognitive Strategy Dimension and LanguageAchievement
4.2.3 Correlation between Emotional Strategy Dimension and LanguageAchievement
4.2.4 Correlation between Social Strategy Dimension and LanguageAchievement
4.3 Differences between High-achievers and Low-achievers in the Use ofGrammar Learning Strategies
4.3.1 Differences in Cognitive Strategies between High-achievers andLow-achievers
4.3.2 Differences in Meta-cognitive Strategies between High-achievers andLow-achievers
4.3.3 Differences in Emotional Strategies between High-achievers andLow-achievers
4.3.4 Differences in Social Strategies between High-achievers andLow-achievers
Chapter 5 Conclusion
5.1 Summary of Research Questions
5.1.1 Findings on the Overall Use of English Grammar Learning Strategy ofJunior Three Students
5.1.2 Correlation between Grammar Learning Strategies and LanguageAchievement
5.1.3 Differences in the Use of Grammar Learning Strategies betweenHigh-achievers and Low-achievers
5.2 Pedagogical Implications
5.2.1 Updating Teaching Concepts and Optimizing Teaching Methods
5.2.2 Cultivating Meta-cognitive Grammar Learning Strategies
5.2.3 Training Cognitive Learning Strategies
5.2.4 Developing Emotional and Social Strategies
5.3 Limitations of this Study
5.4 Suggestions for the Future Studies
Works Cited
Acknowledgements
Appendix I
Appendix II
Appendix III
Appendix IV