微变化分析学习策略与学习风格对学习者口语表现的影响 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-16编辑:lgg点击率:5681
论文字数:36578论文编号:org201704122048389761语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文口语表现策略输入微变化研究法
摘要:本文是英语毕业论文,本文的目的是研究与学习策略的关系、学习风格与口语成绩,采用微观发生法探讨学习策略的输入效果,并探讨学习风格差异的影响策略的使用。
at are negligible. Major Learning Style Preference: 38-50 Minor Learning Style Preference: 25-37 Negligible: 0-24 Then the researcher collected their grades for calculation.
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Conclusion
Based on the previous five chapters, the present chapter will come to a conclusion, in which major findings of the study will be presented firstly, and then implications and suggestions for further study will be discussed. Finally there will be the limitations of the present study.As we have clarified in the previous chapters, the purpose of the present study is to find out whether the language learning strategies-input has a positive effect on students’ oral language performance and strategy use. Combined with the statistic analysis and findings in Chapter Five, the thesis finally answers the research questions put forward in this study, and also the author concludes the major findings of the present study as follows:
1. There does exist different learning style preference in English learners. As is shown in the analysis in Chapter Five, English learners show multiple preferences for learning styles. And the questionnaire results demonstrate that all three subjects have different learning style preference and they all obtained high scores of their own represented learning style.
2. Learning strategies-inputs do contribute to the achievements of students’ oral production. As is shown in the statistic analysis and findings in Chapter Five, there are significant differences in fluency, accuracy and complexity scores of students’ oral performance after receiving learning strategies-input.
3. By comparing the subjects’ oral production scores after the two categories of strategies-input, the metacognitive strategy-input is indeed more efficient in improving students’ oral production achievements. In Chapter Five, the statistic analysis results indicate that after receiving the two types of language learning strategies, the oral performance scores of the students after the cognitive strategies-input have improved to a certain degree, however, the oral performance scores of the students after the metacognitive strategies-input have improved a lot more than scores of the students in cognitive strategies-input.
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The reference (omitted)
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