高职学生英语语言学论文提纲

论文题目：基于MLAT框架的高职学生英语语言学能的实证研究

摘要：语言学能，也叫语言学习能力倾向，作为影响外语习得的个体因素之一，越来越受到关注。MLAT作为语言学能测量的工具在美加等国广泛应用。然而我国的相关研究较少，针对高职学生的语言学能问题的研究更为少见。本文采用MLAT作为主要的测量工具，从高职学生的语言学能现状出发，探讨语言学能对英语习得的影响，以及其他要素对语言学能的影响途径，并对学能水平相若的学生学习成绩差异的根源进行研究。从而更加深入地了解高职学生的语言学能现状，并对高职英语教学及改革提出相关建议。 本研究以江苏建筑职业技术学院120名学生为研究对象，以MLAT，英语测试试卷以及访谈为主要的研究工具，并使用SPSS16.0对所得数据进行统计分析，得出结果如下： 第一，采用MLAT进行测试，高职学生的学能分数呈正态分布，其存在合理有效。根据加拿大的学能水平分组表，本次被试学能基本处于中等水平，无极端数据出现，不存在极明显差异。 第二，语言学能随着学生年级的增长呈下降趋势。由于学生的学习频率与学习环境不同，下降趋势存在差异。语言能力的持续提高对语言学能具有一定的反拨作用。 第三，语言学能对英语习得有显著的预测作用，两者呈显著正相关。其中五项能力对与英语习得的影响力因学生而异，但均与英语习得呈显著正相关，预测作用明显。 第四，性别差异与语言学能无显著相关，英语专业与否与语言学能存在显著相关；语言学能各因素间相互影响，影响水平各不相同。本文针对各因素对语言学能的影响及对英语习得的间接影响绘制出相应的路径图。 第五，语言学能相若的学生英语习得水平的差异，其影响因素主要有学习动机，学习策略，以及学生的自我效能感。 根据研究结果，本文作者认为MLAT应用于中国高职学生的语言学能测试起到预期效果。针对高职学生的语言学能现状，将其纳入分级教学的学情预测以及教学评估体系之中，对于提高教学效果，促进高职英语教学改革具有深远意义。

关键词：MLAT;语言学能;高职院校;英语教学

学科专业：外国语言学及应用语言学

Acknowledgements

ABSTRACT

摘要

Chapter 1 Introduction

1.1 Research Background

1.2 Aims of the study

1.3 Significance of the study

1.4 Layout of the Thesis

Chapter 2 Literature Review

2.1 Survey of language aptitude

2.1.1 Definitions of language aptitude

2.1.2 Improvement of Study on language aptitude

2.1.3 Rationale of language aptitude

2.2 Related studies on language aptitude

2.2.1 Foreign research on language aptitude

2.2.2 Domestic Research in Language Aptitude

2.3 Survey of Language Aptitude Testing

2.3.1 Derivation and Development of Language Aptitude Testing

2.3.2 Tools of Measurements for Language Aptitude Testing

2.3.3 Survey of MLAT

2.4 Research on the Relation Between Language Aptitude and Foreign Language Teaching/Acquisition

2.4.1 Foreign Researches

2.4.2 Domestic Researches

2.5 Brief Summary of the Literature Review

Chapter 3 Research Methodology

3.1 Research Questions

3.2 Research Design

3.2.1 Participants

3.2.2 Research Instruments

3.2.3. Data Collection

3.2.4. Data Analysis

Chapter 4 Results of the Study

4.1 Results of Question One

4.1.1 Overall Situation of Higher Vocational College Students’ Language Aptitude

4.1.2 Overall Situation of Different Dimensions of Language Aptitude Proficiency

4. 2 Results of Question Two

4.2.1 The Main Correlation Between Language Aptitude and English Learning Achievement

4.2.2 The Correlation of Each Dimension of Language Aptitude and English Learning Achievement

4.3 Results of Question Three

4.3.1 Whether There is Any Correlation of Language Aptitude and Learners’ Sex, Grade and Their Majoring in English or Not?

4.3.2 What Kind of Correlation is There Between Language Aptitude and Learners’ Grade and Their Majoring in English or Not

4.4 Results of Question Four

4.4.1 The Difference in English Learning Achievements Between the Learners with Language Aptitude of the Same Level

4.4.2 Result of Interview

4.5 The Overall Path Model of Language Aptitude and English Achievement

Chapter 5 Discussion and Conclusion

5.1 Summary of the Findings

5.1.1 Overall Situation of Higher Vocational College Students’ Language Aptitude

5.1.2 Correlation of Language Aptitude and English Achievement

5.1.3 Other Factors Possibly Affecting English Achievement Despite of Learners’ Language Aptitude of the Same Level

5.1.4 The Main Conclusions of the Study

5.2 Implications of the Study

5.3 Limitations of the Present Study

5.4 Suggestions for Further Researches

References

Publications

Abbreviations

Appendix

Appendix Ⅰ MLAT (2002 Edition)

Appendix Ⅱ English Achievement Test Paper

Appendix Ⅲ