第二语言习得中学习者差异的研究

Studies on Individual Differences in Second Language Acquisition

对影响地方理工科英语学习者个体差异中学习策略与学习结果的相关关系进行定量分析和研究,结果表明,某些策略的使用与具体的语言技能或任务有关;及格组与不及格组在意义策略、依赖母语策略、元认知策略、形式策略及社会情感策略上的差异均具有统计学意义,其中意义策略、元认知策略对四级成绩具有预测能力,而依赖母语策略对四级成绩具有负向预测能力。研究结果对大学英语教学具有一定的指导意义。

The paper analyzes and studies the correlation between English learning strategies and learning achievements in local colleges of science and engineering by means of quantitative method. The results are as follows： the use of certain strategies is related to certain language skills and tasks; there are significant differences between successful and unsuccessful learners in the use of the strategies such as meaning-focused, mother-tongue-reliance, metacegnitive, form-focused and social/affective strategies among which meaning-focused, metacognitive strategies can predict learners＇ achievements in CET4 in a positive way while mother-tongue-reliance strategy can predict learners＇ achievements in a negative way. The study has its pedagogical implication in College English teaching.