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題 名 | Testing Oxford’s Taxonomy of Language Learning Strategy on Taiwanese English Major University Students’ English Achievement=以Oxford的語言策略模型檢視臺灣英語系大學生的英語學習成就 |
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作 者 | 高柏祺; | 書刊名 | 清雲學報 |
卷 期 | 30:3 2010.07[民99.07] |
頁 次 | 頁149-163 |
分類號 | 525.38051 |
關鍵詞 | 學習策略; 英語成就; 英語系學生; 英語學習經驗; 理論模型測試; Learning strategy; English achievement; English majors; EFL learning experience; Theoretical model testing; |
語 文 | 英文(English) |
中文摘要 | 本研究利用Oxford 的SILL 理論模型探索台灣英語系大學生的英語策略。全 部共有114 個受測者參與這項研究,透過多元回歸分析,我們發現兩項策略可以 預測學生的英語學習成就,這兩項策略分別是認知策略、與情意策略。結果顯示, SILL 模型解釋了整個樣本英語學習成就約76%的變異數,而其中,使用較多認 知策略與較少情意策略的學生比使用較少認知策略與較多情意策略的學生有較 高的英語學習成就。我們的數據證實了Oxford 的SILL 理論模型對英語學習成就 的預測性,也彰顯了Oxford 的SILL 理論模型用來了解英語學習經驗的潛在價值。 |
英文摘要 | This study investigated the effects of the EFL learning strategies on Taiwanese English-major university students. By using Oxford’s SILL model, this study focused on the students’ strategy use in EFL learning, and identified two strategy predictors that were significantly related to the students’ English achievement. A total of 114 students from the Department of Applied English from a private university in southern Taiwan participated in this study. The findings suggested that SILL accounted for approximately 76% of the variance in the English achievement found in this sample. Among the strategies entered into the regression analysis, cognitive strategy and affective strategy significantly contributed to English achievement. Students who used more cognitive strategy and less affective strategy had better English achievement than those who used less cognitive strategy and more affective strategy. The results of this study endorsed the predictability of Oxford’s SILL model on English achievement, and highlighted the potential value of the SILL framework in understanding EFL learning experience. |
本系統中英文摘要資訊取自各篇刊載內容。