1、分 类 号： G4 密 级： 公开学校代码： 10418 学 号： 201042038硕 士 学 位 论 文（专业学位）高中英语课堂环境下SBI猜词策略训练及其效果研究An Experiment on the Effectiveness of SBI GuessingStrategy Training in Classroom Contextat Senior High School作 者学 院姓 名：名 称：茅立外国语学院专业学位类别： 教育专业领域名称：学科教学（英语）指 导合 作教 师：导 师：罗凌舒华副教授中学高级二 一四 年 六 月 一 日独创性声明本人声明所呈交的学位论文是本人在导
2、师指导下进行的研究工作及取得的研究成果。除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得赣南师范学院或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名： 签字日期： 年 月 日学位论文版权使用授权书本学位论文作者完全了解赣南师范学院有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权赣南师范学院可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。
3、（保密的学位论文在解密后适用本授权书）学位论文作者签名： 导师签名：签字日期： 年 月 日 签字日期： 年 月 日AbstractAbstractSince the middle of 1970s, learning strategies research abroad has becomepopular in the field of Second Language Acquisition. The research does not onlyconcentrate the general theoretical descriptions, but also focus on its pra
4、cticalapplication, learning strategy training.Strategy training can be conducted in a number of ways. Among variousapproaches, strategies-based instruction (SBI) is generally regarded as the mostefficient and advocated by some scholars. Yet, while acknowledging the promisingstrengths of SBI, Wenden
5、(1987) also warns that fully integrated training (SBI) maynot necessarily produce unprompted, autonomous learners, as “learner training, likelanguage training, becomes a teacher-directed activities”. In other words, theoutcome totally depends on how the training is carried out. It is clear that furt
6、herstudies are needed, possibly with subjects at different proficiency levels, on all sortsof learning strategies, under diverse learning conditions, so as to assess theeffectiveness of SBI. But up to now, very few studies on strategy training withbeginning-level learners adopted SBI design. This sc
7、arcity of research on SBI makesit difficult to assess its effectiveness and make necessary improvement so as tointroduce it to the classroom setting at different levels. In view of this, the presentstudy set out to assess the effectiveness of SBI-designed strategy training in SeniorHigh School Engli
8、sh classroom.Although strategies-based instruction (SBI) is highly advocated by somescholars as one of the best ways of carrying out language learning strategy training,empirical studies adopting a SBI design are relatively few in number.Based on Oxford (1990) and OMalley and Chomats (1997) language
9、 strategyframework with necessary modification, this paper first reviewed the background,significance, and some related questions to be solved in this study.Secondly, one hundred and sixty seven Chinese senior high students were testedbefore and after the guessing strategy training, and then surveye
10、d by means of aIIAbstractquestionnaire on their beliefs and guessing strategies use. Then using data gatheredin a classroom experiment on guessing strategy training, the present study set out toassess the effectiveness of SBI-designed strategy training ate Senior High SchoolEnglish classroom.Hereaft
11、er via SPSS, analysis of the Guessing Strategy Questionnaire, studentsanswers to the Word Guessing Test, their self-reported guessing clues and follow-upinterview revealed that explicit guessing strategy training in classroom context hadbeen effective in general, and SBI design was more fruitful tha
12、n traditional intenselecture-based training. The students awareness of strategy use was also raised, theyreported more strategies use, and began to develop a balanced view on the role ofguessing strategy.Until the end, the study suggests that SBI can be well fitted into classroomactivities, and text
13、books have a greater role to play in enabling students to benefitfrom systematic strategy training on a large scale.Key words: learning strategies; strategy training; strategies-based instruction (SBI)III中文摘要中文摘要二十世纪七十年代中期学习策略研究逐渐成为二语习得的热点。这项研究表明不仅注重探讨普通理论的概述，还注重理论与实际相结合，以及学习策略的训练。策略训练的方式方法种类繁多，在众多方
14、法中，以策略训练为基础的外语教学模式被众多学者视为最行之有效的训练方法。然而在意识到 SBI 会有大好发展前景的同时, Wenden (1987) 也警告说，完全高强度综合训练（SBI ）不一定能产生自发的，重视自主学习的人，如“对学习者的培训，就跟语言训练一样，产生的却是以教师指导为中心的活动。” 换句话来说所有的成果都依附于训练的执行情况。显而易见这项研究需要进行更加深入的分析以便评估 SBI 的有效性，因为受试者可能在不同的水平，不同学习策略，以及多元化的学习条件下会产生的不同反应。时至今日，只有在初级水平学习者的听力策略训练中采取了 SBI 设计。关于 SBI 研究的不足之处使得很难评
15、价其效果，并对相关方面进行有效的改进，从而使它适合不同阶段水平的课堂教学。基于这方面的考虑，这篇论文就着手于评估高中英语课堂 SBI 设计策略培训的有效性。尽管策略训练为基础的外语教学模式能得到部分学者的高度推崇，并把它视为语言学习策略训练的最佳途径之一，但实证研究采用 SBI 设计的数量相对很少。所以本研究以 Ofxord(1999),OMally 和 Chomats(1997)语言策略框架为模板，并进行必要的调整，这篇论文首先阐述了其研究背景、意义和一些在研究过程中需要被解决的相关问题。其次对中国某高中 167 名学生进行猜词策略培训的前测和后测，然后通过问卷调查的方式，了解他们的猜词观念
16、和对猜词策略的使用情况。之后使用和收集在课堂实验中的数据。本研究是立足于高中英语课堂环境下，对策略训练为基础的外语教学模式的有效性的评价。随后通过 SPSS 分析软件，对猜词策略调查问卷、学生猜词试卷的回答、学生猜词线索的自我描述和后续采访的分析。实验结果显示在通常情况下，课堂环境中明确的猜测策略培训是卓有成效的，而且 SBI 设计也比传统的 ILS 训练成果更加明显。学生策略使用的意识明显提高，他们也提到要使用更多的策略，IV中文摘要并开始客观的看待猜词策略的作用。关键词: 学习策略 策略训练 策略训练为基础的外语教学模式 (SBI)VContentsContentsAbstract I中文
17、摘要 IIIChapter One Introduction 11.1 Background 11.2 Rationale and purpose of the present research 21.3 The layout of the thesis 3Chapter Two Literature52.1 Introduction 52.2 Learning strategies52.2.1 Empirical studies done abroad 52.2.2 Empirical studies done at home 72.3 Guessing strategies 82.3.1
18、Empirical studies done abroad 82.3.2 Empirical studies done at home 92.4 Language learning strategy training (LLS training)102.4.1 Empirical studies done abroad 102.4.2 Empirical studies done at home112.4.3 Strategies-based instruction (SBI)12Chapter Three Strategy Training Models and Inventory of G
19、uessing Strategies 143.1 Introduction 143.2 Strategy Training Models 143.3 Inventory of guessing strategies 15Chapter Four Research Methodology 174.1 Introduction 174.2 Participants 174.3 Research tools 174.3.1 Guessing Strategy Questionnaire 174.3.2 Pretest and Posttest184.44.5Specific Research Que
20、stions18Research Procedure18VIContents4.5.1 Pretest 184.5.2 Training 184.5.3 Posttest 194.5.4 Scoring 19Chapter Five Results 205.1 Introduction 205.2 Students beliefs toward guessing strategies and self-reported strategyuse205.2 The mean differences in the pretest and posttest for the three classes
21、245.3 Comparison between different treatments: Intense Lectures versus SBI25Chapter Six Discussion 276.1 Introduction 276.2 Merits and prerequisites of SBI276.3 Teachers new roles and SBI-designed textbooks 286.4 The usefulness and limitations of guessing strategies29Chapter Seven Conclusion317.1 General findings of the study 317.2 Limitations of the present study 32References 33Appendix 1 37Appendix 2 38Appendix 3 40Appendix 4 43Acknowledgements46VII
