网络自主学习听说成绩与学习策略的相关性研究

The Correlation Study of Listening and Speaking Performances with Students' Learning Strategies in Internet Autonomous Learning

笔者探讨了高职院校学生自主学习听说成绩与学习策略的相关性。研究结果发现,高分组和低分组自主学习听说成绩具有明显的统计学显著性差异。造成这些差异的主要因素是学习策略的使用。高分组的学习者能更好地使用元认知策略,安排规划好自主学习,在学习过程中善于使用不同的学习策略完成不同的学习任务。自主听说过程中记忆策略、认知策略和补偿策略对学习者的听力帮助大,记忆策略和补偿策略对学习者的口语帮助大。

The study aims to explore how students＇ learning strategies are correlated with the autonomous learning in vocational colleges. The results show that the listening and speaking scores of higher achievers were significantly different from that of lower achievers. The differences lie in different uses of learning strategies by learners. The higher achievers make fuller use of metacognitive strategies and better arrange their learning activities. The higher achievers also manage different tasks by means of various learning strategies. The study further shows that memory strategies, cognitive strategies and compensation strategies play more important roles in autonomous listening tasks whereas the speaking tasks benefit more from memory strategies and compensation strategies.