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本研究采用Oxford(1990)编制的语言学习策略量表(SILL)对非英语专业438名本科生和361名高职生的学习策略进行了调查,并分析了这两类高校学生之间在学习策略的不同层面的异同及其学习策略的使用与性别、学习成绩的关系。研究结果显示,两类学生的补偿和元认知策略使用最多,社交和情感策略使用最少;女生在记忆、元认知和情感策略的使用上显著高于男生。高职生记忆、元认知、情感和社交策略的使用水平显著高于本科生;本科生的记忆策略、高职生的学习策略的所有6个层面都与他们各自的学习成绩有统计上的正相关;记忆策略对本科生、元认知策略和认知策略对高职学生的英语水平测试成绩有一定的预测性。
This study investigated the learning strategies of 438 non-English major undergraduates and 361 vocational college students by using the Language Learning Strategy Scale (SILL) compiled by Oxford (1990), and analyzed the relationship between the two types of college students’ learning The similarities and differences of strategies at different levels and the relationship between the use of learning strategies and gender and academic performance. The results showed that the compensation and metacognitive strategies were the most used and the social and affective strategies were the least used in the two types of students. The use of memory, metacognition and affective strategies was significantly higher in girls than in boys. The levels of memory, metacognition, emotion and social strategies of vocational college students were significantly higher than those of undergraduates. The undergraduates’ memory strategies and learning strategies of higher vocational students all had statistically significant differences Positive correlation; memory strategy for undergraduates, metacognitive strategies and cognitive strategies for vocational students English proficiency test scores have some predictability.