学习起始年龄、成绩及语言焦虑对母语策略使用影响研究

On the Influence of Beginning Age of Learning,Achievement and Language Anxiety on Mother-tongue Strategy Use

从565名中国本科学习者的母语策略使用的影响因素问卷调查和书面报告结果来看,可以得出以下结论:学习者经常使用母语策略。与母语策略使用的相关度最高是语言焦虑,正相关;其次是英语成绩,负相关;最后是学习起始年龄,正相关。学习起始年龄对母语策略使用没有明显的预测力;成绩和语言焦虑可以解释母语策略使用25%的变异。书面报告结果支持问卷调查结果。

In view of questionnaire survey on 565 its influencing factors and corresponding written report, er-tongue strategy is frequently used in their English Chinese undergraduates＇ mother-tongue use and some conclusions are achieved as follows： mothlearning; the correlation between mother-tongue strategy use and language anxiety is highest and positive, followed by English achievement but negative, and the last is the beginning age of learning, positively. Achievement and language anxiety can predict 25% variance of mother-tongue strategy use but the beginning age can＇t do significantly. The results of written report support questionnaire findings.