学习策略性别差异和四级成绩的关系研究

Gender Difference in Language Learning Strategies and Its Relationship with CET4 Scores

本文以浙江万里学院236名非英语专业学生为受试对象,运用定量研究方法,调查了不同性别学生在使用学习策略上的差异,以及不同性别学生的学习策略和四级成绩之间的关系。结果表明:女生在学习策略使用频率上要高于男生,男女生的四级成绩在统计上有大的显著性差异,女生的成绩明显要好于男生,学习策略的使用与四级成绩关系上有一定的性别差异。

With the quantitative research method, the present study attempts to investigate the relationship between the use of language learning strategies (LLS) and CET4 scores of 236 non-English majors in the author’s school. The result shows that the frequency of strategy use among female students is higher than that among male students. A statistically significant gender difference can be found on LLS and the average CET4 score of female students is much higher than that of male students. Correlation analysis indicates that gender difference influences the relationship between LLS and CET4 scores.