高职院校学生二语学习风格偏好及与学习者因素、社会因素的关系研究  

A study on vocational college students’ L2 learning style preferences and its correlation with learner factors and social factors

作　　者：徐舒[1] XU Shu(Department of Basic Courses,Zhenjiang College,Zhenjiang 212028,China)

机构地区：[1]镇江高等专科学校基础部

出　　处：《镇江高专学报》2019年第3期99-103,共5页Journal of Zhenjiang College

摘　　要：对高职院校学生二语学习风格偏好及与学习者因素、社会因素关系的实证数据分析发现,不同年级学生对各类学习风格的偏好不尽相同,且部分学习风格类型存在显著差异。二语学习动机、二语自我、英语学习经验、自我努力、学习的焦虑感、英语学习的愉悦感、对成绩的自我评价、对成绩的满意度与二语学习风格正相关;学生对教师、教学方式、教材的满意程度,父母对英语学习的重视程度与二语学习风格正相关。The empirical data of this research illustrate that students of different grades have different preferences for L2 learning style modes and that there are significant differences in some modes of learning styles between two grades. Learning motivation, L2 self, English learning experience, intended efforts, learning anxiety, joy of learning English, self-evaluation of grades and satisfaction of grades are positivey correlated with vocational college students’ L2 learning style. Students’ satisfaction of teachers, teaching ways and teaching books and parents’ emphasis on students’ L2 learning are positivey correlated with vocational college students’ L2 learning style.

关 键 词：高职院校 二语学习风格 学习者因素 社会因素 

分 类 号：G642.46[文化科学—高等教育学]