It investigates the relationship between language learning strategy and the CET-6 scores of students majoring in English as a foreign language(EFL). Participants consists of a volunteer pool of 45 second-year English ...It investigates the relationship between language learning strategy and the CET-6 scores of students majoring in English as a foreign language(EFL). Participants consists of a volunteer pool of 45 second-year English major students at Tianjin Polytechnic University. A revised version 7.0 of Oxford's(1990, pg. 293-300) Strategy Inventory for Language Learning(SILL)and the CET-6 are administered as measures of learning strategy and the CET-6 scores. An analysis of ANOVA and Multiple Correlation is conducted to examine the relationships among six types of learning strategies and scores of CET-6. Results of this analysis reveals that metacognitive strategies and affective strategies are two major language learning strategies that preferred by the participants in the English learning process. While metacognitive strategies and affective strategies preferred by the participants do not have a statistically significant correlation with the scores of CET-6. It is the memory strategies and social strategies that have a significant correlation with the scores of CET-6.展开更多
文摘It investigates the relationship between language learning strategy and the CET-6 scores of students majoring in English as a foreign language(EFL). Participants consists of a volunteer pool of 45 second-year English major students at Tianjin Polytechnic University. A revised version 7.0 of Oxford's(1990, pg. 293-300) Strategy Inventory for Language Learning(SILL)and the CET-6 are administered as measures of learning strategy and the CET-6 scores. An analysis of ANOVA and Multiple Correlation is conducted to examine the relationships among six types of learning strategies and scores of CET-6. Results of this analysis reveals that metacognitive strategies and affective strategies are two major language learning strategies that preferred by the participants in the English learning process. While metacognitive strategies and affective strategies preferred by the participants do not have a statistically significant correlation with the scores of CET-6. It is the memory strategies and social strategies that have a significant correlation with the scores of CET-6.
