高职学生英语学习策略的性别、年级和专业交互作用的研究

On Gender,Grade and Specialty Interaction of English Learning Strategies of Higher Vocational College Students

通过使用《语言学习策略调查问卷》(中文版),对浙江交通职业技术学院725名非英语专业高职学生进行问卷调查并进行了数据分析,得出以下结论:性别*年级的交互作用对记忆策略有显著影响,性别*专业的交互作用对情感策略有显著影响,年级*专业的交互作用对记忆策略有显著影响,性别*年级*专业的交互作用对各项学习策略的影响不显著。这些结果为高职学生的英语教学实践提供了科学的参考依据。

The study, by means of the Strategy Inventory for language Learning （Chinese Version）, investigates the application of English learning strategies among 725 non - English majors in Zhejiang Institute of Communications, and has drawn the following conclusions after data analyses： The interaction of gender ~ grade produces significant effects on memory strategy, the interaction of gender ~ specialty produces significant effects on affective strategy, and the interaction of grader ＊ specialty produces significant effects on memory strategy, while the interaction of gender ~ grade ＊ specialty produces no significant effects on all the learning strategies. These results provide the scientific reference basis for the English teaching practice in higher vocational colleges.