| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 90 === The purposes of the present study was to investigate the role that preferences of perceptual learning styles played in junior high students'''' English achievement, and to examine the relationship between perceptual style preferences and language learning strategies. Specifically, this study highlighted the following four points: (a) the students'''' perceptual style preferences, (b) the students'''' overall English achievement, (c) the relationship between students'''' perceptual style preferences and English achievement, and (d) the relationship between students'''' perceptual style preferences and learning strategies.
The subjects of this study were 161 junior high school students from five second-year classes in Tainan City. The major instruments were two questionnaires, Perceptual Learning Preference Survey and Strategy Inventory for Language Learning. In the data collection, the subjects'''' scores in PLPS and SILL, the relationship between the subjects'''' performance in PLPS and their English achievement, and the relationship between the subjects'''' perceptual style preferences and learning strategies were computed and analyzed. One-way and repeated measure ANOVA were employed to analyze the data yielded from the study.
Based on the data analyses, the findings of the study are summarized as follows:
1. The subjects preferred kinesthetic/tactile, visual/nonverbal, and auditory styles to visual/verbal style.
2. The multiple and the visual/nonverbal style preference subjects performed better in English achievement.
3. There was no significant difference among groups with different perceptual style preferences in overall strategy use and not many strategies were used.
4. Only the kinesthetic/tactile preference subjects reached the significant level in memory, compensation, and social strategies; the visual/nonverbal group used significantly more memory strategies and the multiple style preference group used significantly more affective strategies.
On the basis of the study findings, some pedagogical implications are given as follows:
1. Teachers are in a position to help students learn more successfully by providing various teaching approaches and effective learning strategies.
2. Learners should be encouraged to utilize perceptual style dominance and their strategic approaches to learning to participate more actively in language development.
3. Teachers can provide different forms of textbook presentations.
4. Teachers can weave learning strategy training into their regular curriculum.
|
|---|
