中国学生二语学习策略的观念与运用——一项实证研究

An Empirical Study on Learning Strategies of Chinese ESL Learners

本文在简要论述国内外二语学习策略研究的基础上 ,使用 Rebecca L.Oxford编制的、极富价值的诊断性工具——语言学习策略量表 (SIL L) ,对我国学生学习英语的策略进行了实证性研究 ,调查和分析了他们的英语学习策略观念和总体使用情况 ,探讨了性别、二语学习时间、二语水平等因素与学生的英语学习策略使用的关系。研究结果显示 ,我国学生学习英语最常用的策略是记忆策略、认知策略和元认知策略 ,其次是补偿策略 ,最不常用的是社交策略和情感策略 ;学生英语学习策略的使用没有显著的性别差异 ,但与目标语学习时间、目标语水平之间显著相关。最后 ,文章对学生英语学习策略使用与有关因素关系的原因进行了讨论 ,同时也指出了影响学习策略选择的主要因素。

This paper has employed 'the valuable diagnostic tool' Strategy Inventory for Language Learning (SILL), proposed by Rebecca L. Oxford, to make an empirical study on learning strategies of the Chinese ESL learners on the basis of a brief introduction of the research into second language learning strategies. It examines and analyzes the learners' beliefs about learning strategies and the overall frequency with which they employ learning strategies. The relationship between learning strategies and three other variables (gender, length of time in L2 learning and L2 proficiency) is also examined through the SPSS statistical analysis system. The findings of the research suggest that the learning strategies employed most frequently by the Chinese ESL learners are memory, cognitive and metacognitive strategies, followed by compensation strategies, with social and affective strategies the least frequently used. The study also shows that no significant difference exists between the employment of learning strategies and gender in L2 learning, but the strategy use demonstrates a significant relationship with the length of time in L2 learning and L2 proficiency to varying degrees. Finally, the paper discusses the causes of such a relationship between the above mentioned variables, and points out the major factors that affect the strategy choice and use of Chinese ESL learners.