在任务型英语教学法中场独立/场依存型认知风格与任务类型的相关性研究
发布时间：2023-03-19 10:46
认知风格一直是普通心理学和教育心理学研究的一个领域。60年代以来,随着语言教学重心从教师转移到学生,语言(尤其是外语)教育工作者和研究者的研究重心也从教学方法和过程的研究向学生语言学习过程和语言学习者本身特点上转移，并提出“以学生为中心”的话题。“以学生为中心”并不是把课堂时间还给学生，而是教师的教学不仅要涉及所教的内容，更重要的是应该以所教对象以及所教对象的学习过程和学习特点为基础来组织教学的各个环节。这里的学习特点就包括学习的风格。不同的学习者有不同的学习风格。 此研究主要从认知的角度也就是场依存/场独立认知风格的角度来探讨相关问题。束定芳，庄智象（2008）曾指出早在上个世纪70年代就有学者对学习风格进行研究，他们认为在课堂环境下场独立型学习者比场依存型的更具有优势，但在这方面的研究还缺少实验的证据。情况可能是：不同学习目的和任务、不同学习环境需要不同的认知风格和学习策略。基于此，作者提出假设即不同的学习任务需要不同的认知风格，不同认知风格的学习者完成相同任务的表现不同。如果两者之间存在相关性则假设成立。如果两者之间不存在相关性则说明场独立型学习者在课堂教学中占优势，且与学习任务...
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter one Introduction
1.1 Background of the Research
1.2 Significance of the Research
Chapter two Literature Review
2.1 Learning Styles
2.1.1 Definition of Learning Style
2.1.2 Categories of Learning Style
2.2 Cognitive Style
2.2.1 Definition of Cognitive Style
2.2.2 Categories of Cognitive Style
2.3 Relationship between Learning Style and Cognitive Style
2.4 Field-independence and Field-dependence（FI/FD）
2.4.1 Definition of Field-independent and Field-dependent
2.4.2 Characteristics of FI/FD learners
2.5 Relevant Researches on FI/FD at Home and Abroad
2.5.1 Relevant Researches on FI/FD at Home
2.5.2 Relevant Researches on FI/FD Abroad
2.6 Task-Based Language Teaching
2.6.1 Definition of Task
2.6.2 Classification of Tasks
2.6.3 Definition of Task-Based Language Teaching (TBLT)
2.6.4 Principles of Task-Based Language Teaching (TBLT)
2.6.5 Researches on Task-Based Language Teaching (TBLT) at Home and Abroad
2.6.5.1 Researches on Task-based Language Teaching (TBLT) at Home
2.6.5.2 Researches on Task-based Language teaching (TBLT) Abroad
Chapter Three Theoretical Foundation
3.1 Theoretical Basis of FI/FD
3.2 Theoretical Basis of TBLT
3.2.1 Linguistics Basis：Systemic Functional Linguistics
3.2.2 Learning Theory Basis
3.2.3 Teaching Theory Basis
Chapter Four Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Test of Embedded Figures
4.3.1.1 Introduction of the Test of Embedded Figures
4.3.1.2 Scoring method of Test of Embedded Figures
4.3.2 Four-task Test
4.4 Procedure
4.4.1 Procedure of Test of Embedded Figures
4.4.2 Procedure of Four-task Test
Chapter Five Data Analysis
5.1 FD/FI Tendency of the Non-English Major Students in XiHua University
5.1.1 Two-part Division of TEF
5.1.2 Three-part Division of TEF
5.2 The Correlation between FI/FD and Task 1: Predicting
5.3 The Correlation between FI/FD and Task 2:Co-operating
5.4 Correlation between FI/FD and Task 3: Concept Mapping
5.5 Correlation between FI/FD and Task 4: Role Playing
5.6 Summary
Chapter Six Discussion
6.1 Discussion of Correlation between FI/FD and Task1
6.2 Discussion of Correlation between FI/FD and Task2
6.3 Discussion of Correlation between FI/FD and Task3
6.4 Discussion of Correlation between FI/FD and Task4
Chapter Seven Conclusion
7.1 Findings of the Research
7.2 Application of the Research
7.3 Limitations of the Research
BIBLIOGRAPHY
附录A 镶嵌图形测试
攻读硕士学位期间发表论文及科研成果
ACKNOWLEGEMENTS
本文编号：3765112
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter one Introduction
1.1 Background of the Research
1.2 Significance of the Research
Chapter two Literature Review
2.1 Learning Styles
2.1.1 Definition of Learning Style
2.1.2 Categories of Learning Style
2.2 Cognitive Style
2.2.1 Definition of Cognitive Style
2.2.2 Categories of Cognitive Style
2.3 Relationship between Learning Style and Cognitive Style
2.4 Field-independence and Field-dependence（FI/FD）
2.4.1 Definition of Field-independent and Field-dependent
2.4.2 Characteristics of FI/FD learners
2.5 Relevant Researches on FI/FD at Home and Abroad
2.5.1 Relevant Researches on FI/FD at Home
2.5.2 Relevant Researches on FI/FD Abroad
2.6 Task-Based Language Teaching
2.6.1 Definition of Task
2.6.2 Classification of Tasks
2.6.3 Definition of Task-Based Language Teaching (TBLT)
2.6.4 Principles of Task-Based Language Teaching (TBLT)
2.6.5 Researches on Task-Based Language Teaching (TBLT) at Home and Abroad
2.6.5.1 Researches on Task-based Language Teaching (TBLT) at Home
2.6.5.2 Researches on Task-based Language teaching (TBLT) Abroad
Chapter Three Theoretical Foundation
3.1 Theoretical Basis of FI/FD
3.2 Theoretical Basis of TBLT
3.2.1 Linguistics Basis：Systemic Functional Linguistics
3.2.2 Learning Theory Basis
3.2.3 Teaching Theory Basis
Chapter Four Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Test of Embedded Figures
4.3.1.1 Introduction of the Test of Embedded Figures
4.3.1.2 Scoring method of Test of Embedded Figures
4.3.2 Four-task Test
4.4 Procedure
4.4.1 Procedure of Test of Embedded Figures
4.4.2 Procedure of Four-task Test
Chapter Five Data Analysis
5.1 FD/FI Tendency of the Non-English Major Students in XiHua University
5.1.1 Two-part Division of TEF
5.1.2 Three-part Division of TEF
5.2 The Correlation between FI/FD and Task 1: Predicting
5.3 The Correlation between FI/FD and Task 2:Co-operating
5.4 Correlation between FI/FD and Task 3: Concept Mapping
5.5 Correlation between FI/FD and Task 4: Role Playing
5.6 Summary
Chapter Six Discussion
6.1 Discussion of Correlation between FI/FD and Task1
6.2 Discussion of Correlation between FI/FD and Task2
6.3 Discussion of Correlation between FI/FD and Task3
6.4 Discussion of Correlation between FI/FD and Task4
Chapter Seven Conclusion
7.1 Findings of the Research
7.2 Application of the Research
7.3 Limitations of the Research
BIBLIOGRAPHY
附录A 镶嵌图形测试
攻读硕士学位期间发表论文及科研成果
ACKNOWLEGEMENTS
本文编号：3765112
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