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題 名 | The Study of Learning Strategies Used by Applied English Majors in Junior College=大專應用英語科學生學習策略使用之探討 |
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作 者 | 江美燕; 廖柏森; | 書刊名 | 中州學報 |
卷 期 | 16 2002.12[民91.12] |
頁 次 | 頁309-325 |
分類號 | 805.1 |
關鍵詞 | 語言學習策略; 應用英語科學生; Language learning strategies; Applied English majors; |
語 文 | 英文(English) |
中文摘要 | 在台灣有愈來愈多的英語教師研究學生如何使用學習策略來提升英文能力,但以往的研究多偏向非英語系的學生,以主修英語學生為對象的研究並不多見,而且探討的變數很少同時涉及學生的就讀年級、英文程度與其學習策略使用間的關係。因此本研究旨在針對本校應用外語科學生,使用Oxford (1990) 設計的Strategy Inventory for Language Learning (SILL)調查其英語學習策略使用情形。此外,本 研究也同時探討學生的就讀年級和英文程度兩變數對他們的學習策略的影響。共有134位應語料英文組一、三、五年級同學參與此次研究,分析方法為描述性統計和雙因子變異數分析(Two-way ANOVA)。分析結果顯示,本校應語科學生使用學習策略之頻率以整體而言為中等,依策略範疇而言則排序為情意、社會、補償、後設認知、認知、和記憶策略。至於就讀年級和英文程度兩個變數中只有英文程度對整體學習策略使用具有顯著性的差異,但就讀年級和英文程度對於個別策略範疇則有不同程度的影響。根據研究結果,本文最後也討論到如何在課堂上訓練學生使用學習策略。 |
英文摘要 | Research is burgeoning in the area of language learning strategies in Taiwan; however,. too little attention has been given to the subjects of college students majoring in Applied English. With more and more applied foreign language programs being established around the country, it appears important to gain an up-to-date and in-depth understanding of how this particular group of students learns English. Therefore, this study aims at investigating language learning strategy use situations among applied English majors in a five-year junior college. A total of 134 students participated in this study to answer a widely used learning strategy questionnaire, Oxford's Strategy Inventory for Language Learning (SILL, 1990). Descriptive statistics was conducted to address the overall pattern of participants' learning strategy use, whereas a two-way ANOV A was performed to examine if two variables, i.e., students' years of study and English proficiency, simultaneously had any significant effects on their strategy use. The results suggested that students in this study use learning strategies at the medium level. The categories most often used were affective strategies, followed by social, compensation, metacognitive, cognitive, and memory strategies. In terms of the relationship among overall learning strategy use, years of study, and English proficiency, only the main effect of English proficiency was significant. However, with respect to the relationship among six strategy categories use, years of study, and English proficiency, both years of study and English proficiency were significantly associated with various strategy categories. Moreover, based on the research results, the implications of learning strategy training in classroom are also discussed. |
本系統中英文摘要資訊取自各篇刊載內容。