日语学习策略的使用水平和专业四级成绩关系的实证研究

An empirical study on the relationship between strategy use level and professional level four grades of the Japanese Learning

本文运用定量研究的方法,探讨了48名高分组和48名低分组日语专业初级阶段学习者的日语学习策略和日语专业四级成绩之间的关系。统计分析表明,被试的语言学习策略使用处于中等水平,高、低分组学生在认知策略、补偿策略、元认知策略方面存在显著差异,认知策略和补偿策略与日语专业四级成绩之间存在显著的正相关关系。说明学习策略的使用对日语成绩有影响。

This study investigates, discusses 48 high-score group and 48 low-score Japanese professional primary stage of learning Japanese relationship between learning strategies and Japanese professional four grades. Statistical analysis indicated that the use of language learning strategies at a medium level, high, low group students have significant differences in cognitive strategies, compensation strategies, metacognitive strategies, there is significant correlation among cognitive strategies and compensation strategies and Japanese professional four grades. Note the use of learning strategies have an impact on the Japanese record.