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研究生:黃小茹
研究生(外文):Huang, Hsiao-Ju
論文名稱:男女學生在英文學習風格和英文學習策略使用上的差異
論文名稱(外文):Gender Differences in Learning Style Preference and Learning Strategy Use
指導教授:陳美貞陳美貞引用關係
指導教授(外文):Chen, Mei-Chen
口試委員:蔡峯宏林世忠
口試委員(外文):Tsai, Feng-HungLin, Shih-Chung
口試日期:2017-06-19
學位類別:碩士
校院名稱:國立屏東大學
系所名稱:應用英語學系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:英文
論文頁數:83
中文關鍵詞:學習風格偏好語言學習策略性別差異英語學習困難
外文關鍵詞:learning style preferencelanguage learning strategygender differencesEnglish learning difficulties
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先前的文獻指出,學習風格和學習策略之使用是有相關性的。至今,這類研究鮮少廣泛和深入的探討,尤其是以台灣高中生為研究對象。本研究旨在探討台灣高中生在學習風格和學習策略使用之關連性,以及性別是否影響這兩項因素的選擇。三百三十三位高中生 (男生:165,女生:168) 填寫二份「知覺學習風格偏好量表」(PLSPQ, Reid, 1984) 和「語言學習策略量表」 (SILL, Oxford, 1990),並有40位學生 (男生:20,女生:20) 進行訪談,藉此更進一步了解其英文能力與學習困難,以增加問卷研究之信度。本研究用獨立樣本T檢定來檢測男女性別的效應,以及皮爾森相關性來檢測學習風格和學習策略的相關性。本研究的幾項重要發現:(1) 台灣高中生最喜歡 「動覺學習風格」(kinesthetic),最不喜歡「獨自學習風格」(individual) 來學英文;面試結果再次應驗這個研究發現;(2) 男女在「團體學習風格」(group) 上有顯著差異,尤其男生更喜歡集體學英文;(3) 就整體30個選項而言,有10個選項(33%)男女呈現顯著的差異;(4) 女學生比較偏愛「視覺學習風格」(visual) 和「聽覺學習風格」(auditory),男學生則最喜愛「團體學習風格」(group);(5) 高中生使用學習策略的頻率不高;最常使用「補償策略」(compensation),而最不常使用「情感策略」(affective);(6) 男女在整體以及各類的策略使用上沒有顯著差異;(7) 整體而言,男女在學習風格比學習策略使用上更具顯著差異;(8) 學習風格與學習策略具有顯著相關性,尤其男生的相關係數比女生高;(9) 單字及文法知識的不足,與寫作或聽力技巧較弱是高中生在學習英文中最常遇到的困難。最後,根據以上研究結果,提供相關教學及未來相關研究之建議,以供参考。
The past literature has indicated preferred English learning style is linked to learning strategy use. To date, little research has been conducted on the extent and intensity of such link, in particular, for local teenaged EFL learners. The present study aimed to explore this relationship with a specific concern for gender differences. Two standardized tests of the Reid’s (1984) Perceptual Learning Style Preference Questionnaire and the Oxford’s (1990) Learning Strategy Questionnaire were administered to 333 senior high school students (M = 165, F = 168). Individual interviews were given to 40 surveyed students (M = 20, F = 20) to further detect their English learning difficulties and to validate the data obtained from the two questionnaires. Independent t-tests were conducted to examine the gender effect, and Pearson correlations, the relationship between style preference and learning strategy use. The important results were: (1) kinesthetic type was found to be the most preferred English learning style, and individual study style as the least preferred one, all of which was confirmed in the interview data; (2) Significant gender differences were found in the type of group (t (331) = 2.46, p = .00 < .05) with superiority on the male learners; (3)When individual learning style items were considered, 10 out of 30 (33%) items produced significant t-tests for the gender effect; (4) the female learners were found preferring the visual and auditory styles, and the male learners, the group style to study English; (5) high school students used learning strategies moderately; compensation strategies were employed most often, and affective strategies, least often; (6) there were no significant differences between the male and female learners in their overall and each type of strategy use; (7) generally, significant gender differences were detected more in the learning style preference than in the learning strategy use for senior high school students; (8) significant correlations between style and strategy use were detected (overall correlation: r = .52, P < .01); particularly, male learners (r = .57, p < .01) were found having higher correlation strengths than their female counterparts (r = .44, p < .01); (9) the interviewed students reported insufficient vocabulary and grammar knowledge and poor writing or listening skills as their top English learning difficulties. Based on the results, pedagogical and research implications were provided to conclude this study.
Acknowledgements....................................................................................i
Abstract (Chinese).................................................................................ii
Abstract...........................................................................................iv
Table of Contents..................................................................................vi
Tables.............................................................................................ix
CHAPTER 1...........................................................................................1
Introduction........................................................................................1
Problem Statement...................................................................................4
Purposes of the Study...............................................................................6
Research Questions..................................................................................6
Significance of the Study...........................................................................7
Definitions of Terms................................................................................7
CHAPTER 2...........................................................................................9
Literature Review...................................................................................9
Learning Styles.....................................................................................9
Language Learning Strategies.......................................................................14
Relationship Between Learning Styles and Learning Strategies..............................................19
Effects of Gender on Learning Styles and Strategies................................................21
English Learning Difficulties......................................................................23
Summary............................................................................................24
CHAPTER 3..........................................................................................26
Methodology........................................................................................26
Subjects...........................................................................................26
Instruments........................................................................................27
Perceptual Learning Style Questionnaire............................................................28
Learning Strategy Questionnaire....................................................................29
Interview Form.....................................................................................31
Procedures.........................................................................................31
Data Analyses......................................................................................33
CHAPTER 4..........................................................................................34
Results............................................................................................34
Reliabilities of the Two Questionnaires............................................................34
Results of English Learning Style and Learning Strategy Research...................................35
Summary............................................................................................50
CHAPTER 5..........................................................................................52
Conclusions........................................................................................52
Discussion on Important Findings...................................................................52
Learning Style Preference and Gender Effect........................................................52
Learning Strategy Use and Gender Effect............................................................54
Relationship Between English Learning Style and Strategy Use.......................................56
Pedagogical Implications...........................................................................57
Suggestions for Future Studies.....................................................................58
References.........................................................................................60
Appendix A: English Learning Style and English Learning Strategy Questionnaire.....................73
Appendix B: English Learning Style and English Learning Strategy Questionnaire (Chinese)...........78
Appendix C: Interview Form.........................................................................83

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