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国家开放大学的本科层次学历教育的学生必须参加大学英语(B)统考才能毕业,而上海开放大学最近几次的网考合格率不甚理想。使用有效的英语学习策略,可以提高学习效果和质量,因此笔者对上海开放大学三所分校大学英语(B)网考学习者进行了自主学习策略问卷调查和实验研究。问卷调查结果表明,开放大学学习者使用学习策略的频率均较低,英语知识比较薄弱,自主学习能力较差,是否能通过网考很大程度上依赖面授教师的教学;大专院校毕业类别不同的学习者在学习策略上没有明显的偏好,但全日制大专毕业组的学习者使用学习策略的频率比电大毕业组的学习者高;不同年龄阶段的学习者在学习策略上没有明显的差别,但30~39岁年龄阶段学习者的自主学习意识比20~29岁年龄阶段的学习者强;不同性别的学习者在学习策略上没有明显的偏好。实验结果表明,对学习者进行学习策略的培训,将学习策略培训融入网考课堂教学能有效提高英语学习效果,从而提高网考合格率。
Students of undergraduate level undergraduate education at the National Open University must take the Bachelor of CET (General English Bachelor) to graduate from the program. However, the pass rate of the online open university of Shanghai Open University has been unsatisfactory in recent years. Using effective English learning strategies can improve learning effectiveness and quality. Therefore, the author conducted a questionnaire and experimental study on self-learning strategies of college English (B) essay learners at three branches of Shanghai Open University. The results of the questionnaire survey show that the open university learners use learning strategies are lower frequency, weak English knowledge, poor self-learning ability, whether through online exam depends largely on the teaching of face-to-face teachers; different graduate graduation categories Of the learners have no obvious preference in learning strategies, but the learners in the full-time graduation group use learning strategies more frequently than those who graduated from the TVU graduates. There is no obvious difference in learning strategies among learners of different age groups, However, learners aged 30-39 years old have more self-learning awareness than those aged 20-29 years old; learners of different genders have no obvious preference in learning strategies. The experimental results show that training learning strategies for learners and integrating learning strategy training into online classroom teaching can effectively improve English learning outcomes and thus improve the passing rate of online exams.