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頁籤選單縮合
題名 | The Relation of Gender, Major and Proficiency to Language Learning Strategy Preferences among Technological University Freshmen=科技大學新生英語學習策略與性別、科系及英語能力之相關研究 |
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作 者 | 林美良; | 書刊名 | 明志學報 |
卷期 | 41:1 2009.06[民98.06] |
頁次 | 頁73-86 |
分類號 | 525.48051 |
關鍵詞 | 英語外語學習; 英語外語教學; 語言學習策略; 語言學習策略調查表; EFL; ELT; Language learning strategy; SILL; Strategy inventory for language learning; |
語文 | 英文(English) |
中文摘要 | 本研究之目的為探討科技大學新生因性別、英文程度、就讀學院不同,在使用英語學習策略上是否有顯著差異。研究者使用Oxford(1990) 所編製的語言學習策略調查表來針對113位科技大學大一新生進行研究。結果顯示在情意策略及總學習策略方面,英文程度較高的學生比英文程度較低者所使用的頻率明顯高出許多。然而,不同性別或學院的學生所使用之學習策略,並沒有發現顯著差異。本研究建議應將策略教學融入學習者為中心的課程設計,提升英語學習效率,如此學生方能成為獨立、積極而自主的終身學習者。 |
英文摘要 | The purpuse of this study is to identify the language learning strategy (LLS) preferences of technological university freshmen and to examine whether there are any significant differences in terms of gender, proficiency and college attended. The researcher surveyed 113 freshmen in a technological university using Oxford's (1990) Strategy Inventory for Language Learning, ESL/EFL Version 7.0. The results showed that the higher proficiency students used statistically significant more Affective Strategy and Overall strategy than the lower proficiency students. However, no statistical significant differences were found between gender and among differdnt majors. It is recommended that LLS training or strategies-based instruction should be integrated into a more learner-centred curriculum so that the students can learn more effectively to become independent, active and autonomous life-long language learners. |
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