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題名 | 知情意整合的語言學習策略對國中生英語學習表現影響之研究=A Study of the Effects of Cognitive-Affective-Volitional Integrated Language Learning Strategies on English Performance |
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作者 | 吳青蓉; Wu, Ching-jung; |
期刊 | 國立臺北師範學院學報. 教育類 |
出版日期 | 20040300 |
卷期 | 17:1 2004.03[民93.03] |
頁次 | 頁227-249 |
分類號 | 523.538051 |
語文 | chi |
關鍵詞 | 知情意整合的語言學習策略; 意志控制; 後設認知; 情感; 動機; 學習成就; Affection; Motivation; Cognitive-affective-volitional integrated language learning strategies; Learning achievement; Metacognition; Volitional control; |
中文摘要 | 本研究主要目的是探討知情意整合的語言學習策略教學對國中生英語學習表現之影響。針對上述研究目的,本研究以77名國二學生為對象,其中實驗組38名與控制組39名,藉由情感/動機量表、意志控制量表、後設認知量表、以及英語成就測驗等工具的實施,以單因子多變量共變數分析的方法進行統計處理。結果發現,實驗組與控制組學生在英語情感/動機、英語意志控制、英語後設認知、與英語學習成就等方面皆有差異存在。最後,研究者根據研究結果,提出幾項建議做為英語教學及未來進一步研究的參考。 |
英文摘要 | The study aims to examine the effects of the CILLS (Cognitive-affective- volitional Integrated Language Learning Strategies) developed by the researcher. In order to achieve this purpose, 77 eighth-graders participate in the experiment, including 38 students in the experimental group and 39 students in the control group. With the application of such means as the Affection/Motivation Inventory, the Volitional Control Inventory, the Metacognition Inventory, and the English Achievement Tests (both as the pretest and protest), the data thus obtained were analyzed by means of one-way MANCOVA. The research finds out that after the teaching activity, students in the experiment group and the control group were significantly different in their motivation of learning English. Besides, there are also significant differences in other aspects such as their volitional control, metacognition, and learning achievement. Based on this study, the researcher also brings up recommendations for future English language teaching activities. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。