非英语系学生学习风格与英语听力成绩的相关性探讨
--一项有关学习风格的二维探讨
摘要
上世纪七十年代以来，随着认知心理学的快速发展及人本主义思想的引进，英语毕业论文，二语习得的探讨重点发生了由探讨如何教到探讨如何学的转移。人们越来越重视和强调学习主体的重要性。学习者之间存在着各种异同，他们各自有着独特的学习风格、性格、学习动机及学习策略，所有这些特征都会作用到学习成效。
学习风格指的是学习者在其心理、生理特征基础上形成的、接受和加工信息过程中的持久性偏好。学习风格具有稳定性、独特性和发展性等特点。学习风格根据其性质和表现方式可以分为三大类: 认知风格，英语论文范文，感知型学习风格，以性格因素为基础的学习风格.
不同的学者关于认知风格有不同的界定，如，场依存型和场独立型、略论型和综合型、审慎型和冲动型、以及Kolb的经验模型等。鉴于其分类的复杂性，本探讨未把认知风格包括在内。
本探讨是一项有关学习风格的二维探讨，感知学习风格指得是人们在学习中使用某种感官的偏好，分为视觉型、听觉型、体验型、动觉型、独立型和小组型。人格特征属于以性格为基础的学习风格，可以分为内向型和外向型、感觉型和直觉型、思考型和情感型、以及判断型和感知型。
探讨目的在于研讨感知风格、性格风格及其与英语听力成绩的相关性。本探讨选取从学生学习风格的角度入手研讨，匹配以相应的教学风格进行教学，从而提高学习效率和教学效率，以期为我国的外语听力教学提供新的思路，这也是这项探讨的意义所在。
本文共由五部分组成。第一章介绍了本探讨的目的和意义。第二章解释了学习风格的相关术语、经典理论、国内外的探讨近况，并提出了本探讨的理论框架。第三章介绍了探讨问题、实验对象、测量工具、及数据略论的步骤。第四章描述并略论了探讨结果。第五章为结论，讨论了本项探讨带来的启示，探讨的局限性并为后续探讨提出建议。
本探讨主要使用定量探讨措施，通过向某高校200名非英语系学生发放问卷来调查学生的感知风格和人格特征，然后用专业统计软件SPSS17.0略论数据。问卷一是Joy Reid’s的感知型学习风格量表，问卷二是Myer Briggs的人格特征量表。
探讨结果表明：1) 该校学生主要的学习风格为视觉型，小组型是最受忽视的学习风格; 2) 大多数学生偏向内向、感觉、情感、判断的性格类型; 3) 视觉型及听觉型学习风格与听力水平呈正相关; 4) 外向型学习风格与听力水平呈负相关; 5) 内向型学习者偏好视觉型学习风格; 6) 外向型学习者偏好小组型学习风格。
尽管存在不足之处，但本探讨的结果关于大学英语听力教学具有一定指导意义。在听力教学过程中，教师应注重学生个体异同，课程设置应充分考虑学生的学习风格倾向，针对不同学习风格的需求匹配以相应的教学风格，使听力课堂真正成为有利于提高学习积极性的学习环境。
关键词：学习风格；感知学习风格；人格特征；英语听力成绩；相关性
A Correlation Study of Learning Styles and English Listening Achievement of Non-English Majors
--A Two-dimension Study of Learning Styles
Abstract
According to Joy Reid (2017), learning style refers to an individual’s natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills. Learning style has the characteristics of stability, uniqueness, and expansibility. It can be divided into three major categories: cognitive learning styles, sensory learning styles, and personality learning styles.
Perceptual learning style belongs to the sensory category, which refers to the sensory modes or learning channels through which students obtain information most comfortable. This research employs the VAKTIG model proposed by Reid, which breaks perceptual learning style down into six dimensions: visual, auditory, kinesthetic, tactile, individual, and group learning styles. The perceptual learning style is considered from physical point of view. Personality type belongs to the personality learning style category, which is further divided into four dimensions: extroversion/ introversion, sensing/ intuition, thinking/ feeling, and judging/ perceiving. This category is related to psychological characteristics. Therefore, this is a two-dimension research on learning styles, which takes both physical and psychological aspects into consideration.
The research aims to investigate the subjects’ individual characteristics from the aspects of perceptual and personality learning styles and shed light on the student-centered teaching model. This model has been advocated for a long time, but how to implement remains a question. If we can proceed from learning styles and match with corresponding teaching styles, both learning and teaching efficiency can be improved effectively.
The paper falls into five chapters. The first chapter introduces the background, purpose and significance of the research. The second chapter is a literature review which explains terms and theories relevant to learning styles and empirical studies home and abroad. The third chapter covers the research questions, subjects, instruments, and procedures of data analysis. The fourth ch |
