语言学习策略与二语学习水平相互关系研究——基于对英语专业学生的调查分析

Study on Interrelations Between Language Learning Strategyand Levels of Second Language Proficiency——Based on the Survey on English-majored Undergraduate

本文基于Oxford对语言学习策略的定义及分类理论,运用三种不同的定量分析方法,调查100名英语专业本科生对不同类型学习策略的使用及其与英语专业四级考试成绩间的相互关系状况。研究表明认知、情感和元认知策略与考试成绩存在因果关系,高、低分组学生在情感和元认知因素上的差异性对二语学习水平有突出的影响作用。二语教学中应当更注重对学生进行包括情感和元认知在内的间接学习策略的培训。

According to Oxford＇s definition and classification theory on language learning strategy（LLS）,the author makes a survey on 100 English-majored undergraduates to clarify the interrelations between LLS and their scores in TEM4.The study shows that cognitive,affective and metacognitive strategies can make a causal explanation to the scores,and the use of affective and cognitive strategies varies the most between students from high-score and low-score groups.Therefore,teachers should transfer their focus on indirect learning strategy in second language teaching.