臺灣博碩士論文加值系統

本研究旨在探討學習風格偏好對國中生英語成就的相關性及此種偏好與語言學習策略的相互關係。本研究特別探討以下重要概念：學生的知覺風格偏好，學生的整體英語成就，學生的知覺風格偏好與英語成就之關聯，及學生知覺風格偏好與學習策略的相關性。
本研究以台南市某國中五班國二學生，共一百六十一名為對象。主要的評量工具為知覺學習偏好量表與語言學習策略問卷。在資料蒐集方面，學生在二份問卷的得分與五次英語月考成績的平均，及此二份問卷相關性均予以電腦處理分析並比較。單因數與重複評量的變異數分析為本研究採用之統計分析方法。
本研究主要發現如下：
一. 學生偏好觸動覺、非語文視覺，及聽覺風格，而較不習慣語文視覺風格。
二. 多重風格偏好及非語文視覺偏好的學生有較好的英語成就。
三. 在整體的學習策略使用上，各種偏好之間並無顯著差異，且學生普遍較少利用學習策略。
四. 只有觸動覺型偏好的受試在記憶、補償、及社會學習策略的表現上達顯著差異；非語文視覺型學生使用較多且顯著的記憶策略，而多重風格偏好型學生明顯使用較多的情意策略。
根據以上結果，本研究提供以下建議：
一. 教師可藉由提供不同的教學途徑及有效的學習策略來幫助學生成功的學習。
二. 學習者應多方利用知覺風格的專長及學習策略的方式，在語言發展歷程中主動積極的參與。
三. 教師可提供不同形式的教科書呈現方式。
四. 教師可在一般課程中加入學習策略的訓練。

The purposes of the present study was to investigate the role that preferences of perceptual learning styles played in junior high students'''' English achievement, and to examine the relationship between perceptual style preferences and language learning strategies. Specifically, this study highlighted the following four points: (a) the students'''' perceptual style preferences, (b) the students'''' overall English achievement, (c) the relationship between students'''' perceptual style preferences and English achievement, and (d) the relationship between students'''' perceptual style preferences and learning strategies.
The subjects of this study were 161 junior high school students from five second-year classes in Tainan City. The major instruments were two questionnaires, Perceptual Learning Preference Survey and Strategy Inventory for Language Learning. In the data collection, the subjects'''' scores in PLPS and SILL, the relationship between the subjects'''' performance in PLPS and their English achievement, and the relationship between the subjects'''' perceptual style preferences and learning strategies were computed and analyzed. One-way and repeated measure ANOVA were employed to analyze the data yielded from the study.
Based on the data analyses, the findings of the study are summarized as follows:
1. The subjects preferred kinesthetic/tactile, visual/nonverbal, and auditory styles to visual/verbal style.
2. The multiple and the visual/nonverbal style preference subjects performed better in English achievement.
3. There was no significant difference among groups with different perceptual style preferences in overall strategy use and not many strategies were used.
4. Only the kinesthetic/tactile preference subjects reached the significant level in memory, compensation, and social strategies; the visual/nonverbal group used significantly more memory strategies and the multiple style preference group used significantly more affective strategies.
On the basis of the study findings, some pedagogical implications are given as follows:
1. Teachers are in a position to help students learn more successfully by providing various teaching approaches and effective learning strategies.
2. Learners should be encouraged to utilize perceptual style dominance and their strategic approaches to learning to participate more actively in language development.
3. Teachers can provide different forms of textbook presentations.
4. Teachers can weave learning strategy training into their regular curriculum.

CHAPTER ONE INTRODUCTION
Background and Motivation......1
Problem of the Study.....4
Purpose of the Study.....5
Research Questions.....6
Significance of the Study.....7
Limitations of the Study.....8
Definition of Terms.....8
CHAPTER TWO REVIEW OF LITERATURE
Learning Styles and the Dunn and Dunn Model.....14
The Descriptions of Learning Styles.....14
The Dunn and Dunn Model.....16
Perceptual Style Preferences.....20
The Development of Perceptual Style Preferences.....20
The Effect of Instructional Styles on Perceptual Style Preferences.....22
Research on Learning Strategies.....26
Taxonomy of Learning Strategies.....28
The Comparison of Effective and Ineffective Learners.....34
Oxford''''s Classification of Language Learning Strategies.....36
The Relationship Between Perceptual Style Preferences.....39
and Learning Strategies.....42
CHAPTER THREE METHOD AND PROCEDURE
Subjects.....42
Instruments.....42
Perceptual Learning Preferences Survey.....43
Strategy Inventory for language Learning.....44
Procedure.....46
Data Analysis.....47
CHAPTER FOUR RESULTS AND DISCUSSION
Subjects'''' Perceptual Style Preferences.....49
The Relationship Between Perceptual Style Preferences
and English Achievement.....53
Variation in Overall Strategy Use.....57
Variation in the Use of Six Learning Strategies.....58
by Different Perceptual Style Preferences
Discussions of Individual Group''''s Performance Strategies
in SILL.....60
The Item-analysis of Memory and Affective Strategies by
All Groups.....61
The Relationship Between Groups and Memory
and Affective Strategies.....63
The Item-analysis of Memory and Affective Strategies
by Certain Groups.....65
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS,
AND SUGGESTIONS
Conclusions.....69
Pedagogical Implications.....71
Suggestions for Further Research.....75
REFERENCES.....79
APPENDIX
Appendix A-1: Perceptual Learning Preferences Survey.....91
Appendix A-2: 知覺學習偏好量表.....94
Appendix B-1: Strategy Inventory for Language learning.....97
Appendix B-2: 語言學習策略量表.....101

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