摘要
本文在O’Malley和Chamot的三分策略论框架内调查了大学生在网络多媒体环境下的英语学习策略特点,重点探讨高分组与低分组学生的策略差异及其对策略取向教学的启示。研究结果显示:高低分组在三种元认知策略方面均存在显著性差异;在五种认知策略中,仅在两种词汇策略上有显著性差异;在社会/情感策略方面的差异无统计意义。文章据此提出四点建议。
This paper reports on a quantitative study of learning strategies of college English learners in a web-based and multimedia learning environment. Within the 3-category framework of O＇ Malley and Chamot the study has found significant differences between the top and low students in all of their meta-cognitive strategies and two vocabulary strategies out of the five cognitive ones but no difference in their social/affective strategies. Based on the findings the paper also proposes four suggestions on SBI.
出处
《外语教学》
CSSCI
北大核心
2008年第4期51-54,共4页
Foreign Language Education
基金
广东省高等学校英语教改与实践培育项目"‘策略取向教学’在大学英语教学模式改革和创新能力培养中的有效性研究与实践"(项目编号:GDWYB-005)成果之一
