摘要
采用英语学习策略问卷调查与结构化访谈方法,结合广东某高职院校英语专业学生的学习策略使用水平和大学英语四级成绩,探讨了学习策略与英语学习成绩的多维关系。实证结果表明:学生整体策略使用频率为3.01;学习策略与成绩显著高度正相关;记忆策略与元认知策略对四级成绩有显著正预测力;高分组策略使用频率,特别是元认知策略使用频率,显著高于低分组。此研究成果可为全国高校英语教学加强学习策略教学提供理论支撑与经验依据。
Based on a questionnaire survey of SILL and structured interviews,the multidimensional relations between language learning strategies and CET4 scores were evaluated among English majors in a Vocational College. The empirical study demonstrates that the frequency of overall use of learning strategies is3. 01( Likert 5),and that the binary correlations among these two variables were significantly positive. Furthermore,memory and meta-cognitive strategies obviously and significantly predicted the CET4 marks. Compared with the low-score group,the high-score group utilized the overall strategies more frequently,especially the meta-cognitive strategies. To some extent,this empirical study acts as a theoretical and empirical basis for strengthening the necessity of instructing language learning strategies in college English teaching.
出处
《广东外语外贸大学学报》
2017年第5期124-132,共9页
Journal of Guangdong University of Foreign Studies
关键词
学习策略
学习成绩
多维关系
高职英语专业学生
策略教学
language learning strategies
multidimensional relations
English majors in vocational col leges
language instruction strategies
