摘要
This study explored the relationship between LLS and LA in two different cultural contexts. The findings revealed that the differences between Australian and Chinese university students tend to lie more in their language proficiency levels than in cultural factors. This study also compares learners' strategy use and its relationship to LA in two different educational systems. It is evident that the difference in teaching methods, learning tasks and achievement assessments would have an impact upon learners' strategy use and its relationship to LA.
本研究探索了在不同文化背景下语言学习策略与成绩的关系。研究结果表明中国和澳大利亚大学生之间的差别更多地在于语言水平而不是文化因素,但不能只根据此数据进行一般推论,因为还有其他因素需要调查。本研究也比较了在两个不同的教育系统中学习者的策略使用与成绩的关系。显然教学方法、学习任务和学习成绩评价的不同影响学习者的策略使用及其与成绩的关系。如,澳大利亚学生更多地使用交际策略可能是受西方国家流行的合作学习和教学法的影响,而中国学生使用交际策略较少可能是中国的传统教学法影响的结果。
