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。
). A body of other studies have also revealed that LLSU is related to different variables, such as language proficiency (Mullins, 1992; Bedell & Oxford, 1996; Dreyer & Oxford, 1996), language learning styles (Ehrman & Oxford, 1989; Oxford & Cohen, 2004), gender (Tran, 1988; Ehrman & Oxford, 1989; Oxford & Nyikos, 1989; Green & Oxford, 1995; Wharton, 2000; Gu, 2002; Tercanliogu, 2004), age (Harley, 1986; Bellingham, 2000), motivation (Oxford & Nyikos, 1989), attitudes and beliefs (Wenden, 1987; Oxford et al., 1990; Wen, 1996).
...........
1.2 Objectives of the study
This study aims to identify the frequency and the preferences of direct language learning strategy use and to determine the relationship between direct language learning strategy use and reading proficiency among Chinese university students in the Chinese learning environment based on Oxford’s (1990) classification of LLSs. Furthermore, this study tries to discover whether there exist any differences on direct learning strategy (memory, cognitive and compensation strategies) use across different reading proficiency levels of these university students. To be more specific, the research objectives include: 1. Determine the frequencies and the preferences of the overall direct language learning strategies and the three direct language learning strategies: memory, cognitive and compensation strategies among University English majors; 2. Establish whether students’ reading proficiency levels relate to direct language learning strategy use; 3. Identify whether there is a significant difference in the frequency of direct strategy use between high-level and low-level reading proficiency groups and establish the most and least used strategy categories of the two groups.
.........
CHAPTER II LITERATURE REVIEW
This chapter will review the literature associated with the main areas of interest in this study. During the last decades, considerable achievement (Rubin, 1987; O’Malley & Chamot, 1990; Oxford, 1990; Ellis, 1994) on language learning strategies has been made, but still no agreement has been reached among different linguists and researchers (Rubin, 1987; O’Malley & Chamot, 1990; Oxford, 1990; Ellis, 1994; Wen, 1996; Cohen, 2000), especially on the definitions and classifications of learning strategies. In this chapter, various definitions and classifications of learning strategies proposed by different researchers will be presented in the first two sections here. Then the nature of reading is d
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。