高中生语言学习策略和语块水平关系的实证研究

An empirical study of the relationship between language learning strategy and chunck proficiency of high school students

本研究采用实证研究范式,被试为79名高中生,收集了语块水平及语言学习策略数据。通过重复测量方差分析、相关性分析及独立样本T检验,结果显示:高中生倾向于使用认知策略、补偿策略和元认知策略,社交策略和情感策略使用较少;认知策略、元认知策略与记忆策略和语块水平呈显著正相关;相较于语块低水平组,高水平组更倾向于使用认知策略、元认知策略、记忆策略、情感策略和社交策略。本研究也延伸讨论了个体差异对学习策略使用的影响。

The study adopted empirical research paradigm,collecting the data of chunk proficiency and language learning strategy from 79 high-school participants.Through repeated measures ANOVA,correlation analysis and independent samples T-test,the study revealed that high-school students tended to employ cognition strategies,compensation strategies and metacognitive strategies,while social strategies and emotional strategies were rarely used;participants overall adoption of cognition strategies,metacognitive strategies and memory strategies was significantly correlated with chunk proficiency;participants in high-level chunk proficiency group tended to adopt five categories of learning strategies more frequently than those in the low-level group,i.e.,cognition strategies,metacognitive strategies,memory strategies,affective strategies and social strategies.The study also discussed the influence of individual differences on the adoption of language learning strategies.