英语学习策略与学习成绩的相关性研究

A Study on the Relation between English Learning Strategies and the Achievements Resulted

在同等条件下,学习者所取得的学习进展和成绩有明显的差异。就非英语专业学生使用英语学习策略的状况利用Oxford设计的学习策略问卷进行调查和研究,旨在通过该项研究,了解目前他们对英语学习策略的使用情况,分析非英语专业学生英语学习策略与英语考试成绩的关系。运用定量研究的方法,研究英语学习策略与成绩之间的关系。研究结果表明:非英语专业学生对英语学习策略的使用处于中等水平(平均分,2.9);英语学习策略可以解释53%的成绩方差,元认知策略和补偿策略可以预测四级考试的成绩。高分组和低分组的学生在元认知策略、补偿策略、认知策略、情感策略以及记忆策略上均有差异。

The learners made different progress and achievements in the same learning environment. The main purposes of the present study are, firstly, to identify and to develop insights into these subjects use of different language learning strategies, and secondly, to explore how close the relationship is between language learning strategies and their achievements on the English Test for non-English majors. The study found： First, The students＇ learning strategy use is moderate overall （mean 2.90） out of a possible top score of 5. Second, the uses of language learning strategies are positively co-varied with the students＇ achievements on CET （Band 4） for non-English majors. Third, regression analysis indicates that six group of strategies together can predict 53% variance in the score on CET （Band 4）. Fourth, the results of the t-test show that the high-achievers and the low-achievers showed a significant difference in the use of language learning strategies