论文部分内容阅读
采取问卷调查法对(研究组)100名英语专业、(对照组)300名非英语专业学生语法、语用意识及能力与其学习策略开展研究比较,对语法、语用意识及能力与其学习策略相互关系进行探讨。研究结果得出,英语专业学生在英语学期期间更注重语言交际方面的内容,而不强调语言的准确性,他们觉得语法并不是很重要,对语法错误容忍水平相较于非英语专业学生要更高。英语专业学生、非英语专业学生具备一定的自主学习能力,学生们更乐于结合语境、上下文来对语义进行推敲,对文章展开分析、概括;而对记忆策略鲜有使用,缺乏与外教的交流,不积极主动向老师、同学请教问题。英语专业学生学习策略使用情况相较于非英语专业学习要明显更优。英语专业学生语法意识与社会策略相互间呈正相关关系,语用能力与认知策略相互间呈正相关关系;非英语专业学生语用能力与社会策略相互间呈负相关关系。
A questionnaire survey was conducted to compare the grammar, pragmatic awareness and abilities of 100 English majors (control group) with 100 English majors (control group) with their learning strategies, and to compare grammatical, pragmatic awareness and abilities with their learning strategies Relationship to explore. The results show that English majors pay more attention to the aspects of language communication during the English semester than emphasize the accuracy of language. They think that grammar is not very important, and the level of grammatical error tolerance is more than that of non-English majors high. English majors and non-English majors have some self-learning abilities. Students are more willing to combine semantic context with context and context to analyze and generalize the essay. However, they rarely make any use of memory strategies and lack communication with foreign teachers , Do not take the initiative to teachers, students ask questions. The use of English majors’ learning strategies is obviously better than that of non-English majors. There is a positive correlation between grammatical awareness and social strategy among English majors, and there is a positive correlation between pragmatic competence and cognitive strategies. Non-English majors’ pragmatic competence and social strategy are negatively correlated with each other.