摘要
以体育和美术专业91名大学新生为受试,对他们英语水平与学习策略的关系进行了研究,表明:高、低水平学生在认知策略和元认知策略上的差异达到统计学上的显著性,而在社会情感策略和交际策略使用上均未达到统计学上的显著性,低水平者在社会情感策略上高于高水平者。鉴于此,作者建议:改进教学模式以及使用趣味性较强的教材来激发低水平学生的英语学习兴趣;进行系统的学习策略培训;在授课过程中,渗入专业英语;改进考试内容和评价方式。
Taking 91 freshmen majoring in Physical Education and Fine Arts as subjects, This pa- per investigates the relationship between English proficiency and learning strategies. It shows higher achievers and lower achievers have statistical significance in using cognitive and metacognitive strategies but not so in social/affective and communicative strategies. Moreover, lower achievers use social/affective more frequently than higher achievers. It suggests renovating teaching methods while adopting appealing textbook to embark lower achievers＇ interest in English Learning, training learning strategies in a systematic way, incorporating ESP in teaching, and improving testing content and evaluation system.
出处
《山西农业大学学报（社会科学版）》
2008年第4期421-424,共4页
Journal of Shanxi Agricultural University:Social Science Edition
基金
河南省社科联2007年度调研课题(SKL-2007-1097)
关键词
学习策略
英语水平
关系研究
Learning strategies
Learning outcomes
Correlational study
