2022年英文开题报告模板 .pdf

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1、D i s s e r t a t i o nP r o p o s a lLanguage Learning Strategies for TEM4 Preparation by English Major Undergraduates at Tongren University Zhuxiao Shen Supervised by: Prof. Xingbin Tian Foreign Language and Literature Department Tongren University December 13, 2010 名师资料总结 - - -精品资料欢迎下载 - - - - -

2、- - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页，共 7 页 - - - - - - - - - Language Learning Strategies for TEM4 Preparation by English Major Undergraduates at Tongren University I Introduction Learning strategies play an important role in the study of undergraduates who are going to take TEM4 whi

3、ch is a significant examination for English major undergraduates. During the preparation for TEM4, they are required to use the learning strategies as tools to enhance their own learning. Oxford (1990) thinks that appropriate language learning strategies result in improved proficiency and greater se

4、lf-confidence. Learning strategies have been defined by several researchers. Research on language learning strategies began with the strategies of the “good language learner” by Rubin (1975) In defining the language learning strategy, “different researchers use different terms and different concepts

5、” (Oxford), 1989, p.414); therefore, a great number of researchers have formulated their own definitions which will be discussed in the followings. Oxford (1990) defined learning strategies is “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed,

6、 more effective, and more transferable to new situations.”(p.8) Weinstein and Mayer (1986) proposed learning strategies as “behaviors and thoughts that a learner engages in during learning and that are intended to influence the learners encoding process” (p.315). In 1987, Rubin proposed, “language l

7、earning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly” (p.23). She also suggested that language learning strategies include “any set of operations, steps, plans, routines used by the learner to facilitat

8、e the obtaining, storage, retrieva l and use of information” (p.19). Classification systems of language learning strategies have been derived as the result of the particular participants that the researchers worked with, the setting, and 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整

9、理 - - - - - - - 第 2 页，共 7 页 - - - - - - - - - the researchers particular interests. Therefore, individual researchers have their own classification systems of language learning strategies. For example, Oxford (1989) in her Strategies Inventory for Language Learning prescribes six categories namely:

10、Memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. Memory strategies relate new material to existing knowledge. Cognitive strategies exhibit the common function of manipulation or transformation of the target langua

11、ge by the learner. Compensation strategies involve different ways of compensating for missing knowledge. Meta cognitive strategies involve a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study. Affective strategies exhibit

12、how to manage ones emotions in language learning. Social strategies use interaction with other people to improve language learning. This research attempts to explore what are appropriate language learning strategies for TEM4 preparation. It is very useful to help English major undergraduates to pass

13、 TEM4. In the research, “ strategies” for the present research refer to language learning strategies which are the special techniques, thoughts or behaviors that learners use in the process of preparing TEM4. “ TEM4” refers to test for English majors Band 4. “ Preparation ” means the activity of put

14、ting or setting in order in advance of passing TEM4. “ English major undergraduates ” here are students in Grade3 who are majoring in English at Tongren University.Two research questions will be generated for the purpose of the study: 1) What types of strategies reported by students of English major

15、 for their TEM4 preparation in the Tongren University? 2) Does the reported use of language learning strategies significantly relate to the passer rate? II Methodology 2.1 Participants The population of Grade3 in English major at Tongren University is 100. The 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - -

16、- - - - - - - - - 名师精心整理 - - - - - - - 第 3 页，共 7 页 - - - - - - - - - researcher will choose 20 students as samples to take the questionnaire. Among them, 10 students will be selected for interview. The samples are chosen by purposive sample method which is a non-random method of sampling where the r

17、esearcher selects information-rich cases for study in depth (Patton, 2001) based on the English proficiency identified by the teacher. These students have learnt English nearly 8 years and they have passed the college entrance examination. When they studied at Tongren University, their main courses

18、are comprehensive English, Oral English, Listening and Speaking etc. Both Chinese and English are as main media in their courses. They took the TEM4 which has a great significant for the future. So they have tried their best to prepare the TEM4. All of they are non-native English speakers. Therefore

19、, 10 students will be interviewed in Chinese. 2.2 Instruments There are different methods to collect the data in language learning strategy research, such as observation, interview, questionnaire, diary, etc. Each method has its own advantage and disadvantage. It can be applied according to the focu

20、s of the research. Punch (1998) indicates that different research questions needed different methods to answer them. In the present study, data collection will be conducted through semi-structured oral interviews and an open-ended questionnaire. The interviews are the most widely used method of gene

21、rating data in qualitative social research (Nunkoosing, 2005). Among the different kinds of interview types, the semi-structured interview seems to be popular among researchers. The most advantage of it is that interviewer can set the questions in advance, but they are free to change their order acc

22、ording to the responds of participants. In the present study, the semi-structured interviews will be conducted with the participants to elicit information about what types of strategies they used for TEM4 preparation. To acquire more useful information related to the research purposes, individual in

23、terviews will be used with audio recording. Chamot (2001) states that students may not accurately report their strategy use in 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 7 页 - - - - - - - - - interview. They will report what they believe the interviewers pr

24、eferred answers, or they may claim to use strategies are teachers encouraged instead of actually used. , A questionnaire with the open-ended questions will be employed with two main sections. The first section is about the individual background information; the second section covers open-ended quest

25、ions about strategies for TEM4 preparation. An open-ended question will be answered by participants with their own opinions on learning strategies for TEM4 preparation. 2.3 Pilot study This step is to make sure all the questions will work well in the main stage. According to Bryman (2001), the pilot

26、 procedure is necessary in an interview or questionnaire-based study. Five interviews will be piloted to ensure the effectiveness of the interview guideline questions. The five interviewees are all English major students in Grade3 who have taken TEM4 already. In the pilot study, participants will be

27、 interviewed with a list of pre-prepared questions as a guide. The students will be piloted in Chinese. The purposes for piloting are: 1) To see if the interview questions function properly. 2)To see if there is anything wrong with the question items, question sequences and the way of interview. 3)

28、To ensure that the student oral interviews will be effective and be in conformity withthe purpose of the research project. 2.4 Data collection procedure The data collection is divided into two phases. One is for a questionnaire which is as the first step, the other is for interviews which is as the

29、second step. An open-ended questionnaire is set to 20 participants. The 10 students will be interviewed by individual interviews in Chinese. Each interview will last for 20 minutes and will be recorded. 2.5 Data analysis 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第

30、 5 页，共 7 页 - - - - - - - - - The interviews records were fully transcribed using verbatim. Chinese interview transcripts will be translated into English by the researcher. All student responses to the open-ended questionnaire items will be collected and typed out. Content analysis will be conducted

31、to interpret the data. The researchers carefully read through the interview and questionnaire data regarding learning strategies for TEM4 preparation reported by the students. Each strategy for TEM4 preparation which is consistent with the working definitions of the present research will be adopted,

32、 and then give it code. TENTATIVE TIME SCHEME:Steps Duration of time Things to do Step 1 Instruments Construction 20th Dec.2010 -30th Dec.2010 1.Design the questionnaires. 2.Pilot the language learning strategy questionnaires 3.Check with experts and advisor whether or not the questionnaires contain

33、 validity 4.Develop the language learning strategy Questionnaires 5.Prepare the questions for interview. 6.Interview students. Step 2 Data Collection and Data Analysis 1st Jan. 2011 - 29th Feb. 2010 1.Collect data 2.Use the verbatim technique to transcribe the data from the interview. 3.Interpret th

34、e data Step 3 Write up the report 1st Mar. 2011 - 30th Apr. 20101.Write up the report 2.Send the paper to advisor 3.Ask for comments and suggestions on the paper from advisor 4.Improve the paper References ：1. Bryman, A. (2001). Social Research Methods. Oxford, UK: Oxford University Press. 2. Chamot

35、, A. U. (2001). The role of learning strategies in second language acquisition. In M. P. Breen (Ed.), Learner contributions to language learning: New 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 6 页，共 7 页 - - - - - - - - - directions in research. Harlow: Longman. 3

36、. Nunkoosing, K. (2005). The problems with interviews. Qualitative Health Research, 15(5), 698-706. 4. Patton, M. (2001). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications 5.Punch, K. F. (1998). Introduction to social research: Quantitative and qualitative approaches.

37、 London: Sage Publications. 6.O Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. 7.Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle 8.Oxford, R. L. (1989). Use

38、of language learning strategies: A synthesis of studies with implications for strategy training. System, Vol. 17/2: 235-247. 9.Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and ypology. In A. Wenden & J. Rubin (Eds.), Learner strategy in language learning (pp. 15-30

39、). Englewood Cliffs, NJ: Prentice Hall, Inc. 10. Rubin, J. (1975). What “the Good Language Learner ” Can Teach Us. TESOL Quarterly, vol. 9 no 1. 11.Weinstein, C. E. & R. E. Mayer. The Teaching of Learning Strategies. In M.C. Wittrock (ed). Handbook of Research on Teaching 3rd ed, 315-27. New York: Macmillan. 1986. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 7 页，共 7 页 - - - - - - - - -