摘要
为了探究高中生英语学习策略的使用情况和学优生与学困生学习策略使用的差异性,本研究采用 “高中生英语学习策略调查问卷” 对来自安徽省亳州市某高中共 363 名不同水平的高三学生进行了定量研究.描述性统计结果显示,高中生倾向使用的学习策略按照均值大小依次为： 情感策略、 调控策略、认知策略、 资源策略和交际策略.独立样本 T 检验结果显示,学优生和学困生在以上五种学习策略上都存在明显差异.基于以上结果, 笔者认为,为了帮助学困生找到适合自己的学习策略,教师首先要帮助他们了解自己的学习风格, 积极主动地思考; 其次,教师要促使学困生转变自己的学习观念和态度; 除此之外,教师要提高对学困生学习策略培养的重视程度;根据学生学习成绩的不同, 决定重点教授何种英语学习策略.
To explore how students in senior high school make use of English learning strategies whenstudying, this study adopts “Senior High School Students English Learning Strategies Questionnaire”andinvestigates 363 students of different levels in Senior Three in Bozhou City. By doing descriptive statistics, thestudy results show that there are five strategies used by students, that is, affective strategy, regulation strategy,cognitive strategy, resource strategy and communication strategy. By doing independent samples T-test, thereare significant differences between English learning achievers and underachievers as to these five strategies.Based on that, it is believed that underachievers should have a good understanding of their own learning stylesand think actively. In addition, they should also change their learning concepts and attitudes. As to Englishteachers, they are supposed to pay more attention to underachievers English learning strategies. Furthermore,teachers should choose correspondent learning strategies for students of different levels.
作者
高理想
朱丽
Gao Lixiang Zhu Li(The South Campus of Bozhou No. 1 Middle School, Bozhou Anhui 236800, China)
出处
《基础教育外语教学研究》
2017年第5期58-61,64,共5页
Foreign Language Teaching & Research in Basic Education
关键词
学优生
学困生
英语学习策略
差异性
achiever
underachiever
English learning strategy
difference analysis
