摘要
通过问卷和测试调查了大学本科学生英语词汇学习策略使用情况及其对阅读理解的影响。164名非英语专业学生参加了词汇学习策略问卷调查和英语阅读理解测试。描述性统计结果表明:被试总体英语词汇学习策略使用情况为中性;在决定、社会、记忆、认知和元认知五种策略中,被试使用元认知策略频率最高,社会策略频率最低。多元回归分析显示:五种策略中,只有社会策略对阅读理解有贡献。以上研究结果对大学英语教学有着重要启示。
By questionnaire investigation and reading comprehension test, this paper explores Chinese EFL undergraduate' use of vocabulary learning strategies and their effects upon reading comprehension. 164 Chinese EFL undergraduates participated in a vocabulary learning strategies questionnaire and CET-4 reading comprehension test. Descriptive statistics revealed that Chinese EFL undergraduates proved to be medium strategy users who used meta-cognitive strategies most frequently and social strategies least frequently among five categories of strategies. Multiple regression analysis showed that only social strategy contributed to reading comprehension. There are important implications for the above results.
出处
《湖北工程学院学报》
2012年第6期59-63,共5页
Journal of Hubei Engineering University
关键词
英语词汇学习策略
阅读理解
本科生
EFL vocabulary learning strategies
reading comprehension
Chinese undergraduates