Iranian English Foreign Language Learners＇ Learning Style Sensory Preferences and Their Speaking Strategy Use Across Proficiency

This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.

Influence of English Proficiency on Postgraduate Students＇ Use of Language Learning Strategies

This study investigated the use of language learning strategies by a group of postgraduate students in a Chinese university. The emphasis was on the influence of L2 （second language） proficiency on learners＇ strategy use, aiming to look at how proficiency affects the use of LLS （language learning strategies） among postgraduate students learning EFL （English as a foreign language）, and to reveal some distinctive features in postgraduate students＇ use of learning strategies. Findings from this study have suggested a number of implications for the classroom teaching. Teachers should recognize that some strategies might be more suited to some learners than to others due to individual differences. Learners needed further training in the use of all learning strategies

On the Correlations among Affective Variables,Learning Strategies and Language Proficiency

Affective variables and learning strategies are two important factors that influence language proficiency. In the investigation conducted by the author,there is no sure causal connection being found among the three factors. Further,affective variables seems prevail over learning strategies of the influence on language proficiency and it is the primary element in language study process.

The Influence of Autonomous Learning Training on College Students' Listening Proficiency

Recently it is a focus to orientate students towards effective autonomous learning within the field of foreign language education at home and abroad. It aims to prove the effectiveness of autonomous learning training in stimulating students' awareness of autonomous learning and improving the application of learning strategies, so as to promote their listening proficiency.Along with a training, a questionnaire, listening proficiency tests, through analyzing the data collected from the questionnaires and the tests, it reveals the experimental class' s listening proficiency is apparently better than that of the control class. 80% students with different listening levels from the experimental class achieve progress to some degree. Autonomous learning training enables students to promote their listening proficiency as well as the awareness of autonomous learning.

An Investigation into the Vocabulary Learning Strategies of Chinese EFL Learners of High,Average,and Low Proficiency Levels

The current research aims to find out the different beliefs held and different vocabulary strategies employed by nonEnglish majors of different proficiency levels. The data were collected through questionnaire and vocabulary tests. Results revealed that the learners at three levels all adopted wide-ranged strategies. But the high level students had greater vocabulary size and were more believed that words should be learnt through use, and they used more extended dictionary strategies, contextual guessing and note-taking strategies. It is encouraging that teachers should integrate explicit strategy instruction into classroom to help low level students achieve better learning results.

A Study on Listening Anxiety and Listening Proficiency

Three instruments are adopted including the Foreign Language Listening Anxiety Scales(FLLAS), a listening metacognitive strategy-use questionnaire and a CET-4 listening test. The results indicate that a large proportion of students report experiencing listening anxiety. There is significantly negative correlation between listening anxiety and listening proficiency and there is significant difference in the use of metacognitive strategies across three listening anxiety levels.

LEARNING STRATEGY TRAINING AND LISTENING PROFICIENCY:AN EMPIRICAL STUDY OF NON-ENGLISH MAJOR UNDERGRADUATES

笔者就语言学习策略培训对学生听力理解的影响进行了实证研究,旨在探求学习策略培训的有效性。研究随机选取大学二年级两个实验班的同学作为研究对象,运用Oxford(1996)学习策略问卷和大学英语四级考试听力部分试题作为研究工具,对经历了15周策略培训的实验班和对照班进行了测试和评估。研究结果表明:学习策略培训对学生听力理解有促进作用,可使学生听力成绩明显提高。文末提出了研究的启示,即教师应充分认识策略培训的重要性,把策略教学融入正常的听力教学中,鼓励学生在听力理解过程中运用学习策略,从而帮助其成为更有效的听力学习者。

合作学习对高职院校非英语专业学习者英语写作的影响

以两个总体英语水平和英语写作水平均无显著差异的自然班为控制班和实验班,通过英语应用文写作考察合作学习对高职院校非英语专业学习者英语写作的影响。研究结果显示:合作学习能显著提高高职院校学习者的英语写作水平,合作完成英语写作过程中学习者采用了确定写作结构、修正词汇和语法错误、及完善表达的逻辑性等写作策略,同时合作学习能显著降低学习者的英语写作焦虑。

A Synthesis of the Studies on Vocabulary Learning Strategies in ESL and EFL Learning

Vocabulary is the core of language learning.The efficiency of vocabulary learning may influence language learning outcome.Vocabulary learning strategies can help the learners to learn vocabulary more efficiently,and they are very useful and beneficial for language learners.This paper synthesizes the research on vocabulary learning strategies in ESL and EFL learning,including the studies on the definitions of vocabulary learning strategies,classifications of vocabulary learning strategies and previous main research areas.The previous research areas mainly involve in the following aspects:patterns and taxonomies of vocabulary learning strategies,gender difference and vocabulary learning strategies,language proficiency and vocabulary learning strategies,major or disciplinary difference and vocabulary learning strategies,vocabulary learning strategies used frequently and effectively,vocabulary learning strategies and learning outcomes,and vocabulary learning strategy training.

An Empirical Study of Listening Comprehension Strategies in Autonomous Learning Environment

This is a report on an empirical study of listening comprehension strategies in autonomous learning environment which was conducted among the second-year non-English majors in Shandong University （Weihai） on the basis of O＇Malley and Chamot＇s theory of learning strategies, dating from September, 2010 to January, 2011. The study aims to verify the teachability of listening comprehension strategies, the enhancement of students＇ awareness of applying these strategies in their listening comprehension pratice and positive effects of listening comprehension strategies cast on students＇ listening comprehension proficiency. Questionnares on listening comprehension strategies were conducted at the beginning and at the end of the research respectively, in addition to the listening comprehension strategies training from the beginning to the end of the research. Besides, there was a interview arranged in the middle of the research. Meanwhile, there were two listening comprehension proficiency tests arranged at the beginning and at the end of the research. According to the results, it can be indicated that the students＇ strategy awareness can be promoted, while their listening proficiency also can be improved by the listening comprehension strategy training.

The Role of EQ in EFL Students＇ Foreign Language Learning

EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching

高中生英语词汇学习策略使用与语言能力培养的相关性研究

文章随机抽样266名学生作为研究对象,采用测试、词汇学习问卷等工具,探究高一学生的词汇学习策略运用倾向,以及其与语言能力的相关性。研究发现:①基于加工层次理论,高中生综合使用多种策略,但倾向使用形式加工层次的策略学习词汇,其中视觉重复最为常用;②高分组语义加工层次的策略使用频率增加,其中构词法最为常用;③形式加工层次的策略使用与语言能力显著负相关,而语义加工层次的策略使用与语言能力显著正相关。

An Overview of Language Learning Strategies

As English has become a universal lingua franca at present,more and more learners are anxious to learn it effectively and successfully.Studies show that the use of language learning strategies directly relates to language performance.This article attempts to provide an overview of language learning strategies for researchers' reference,helping them get insights in this field.

高中生语言学习策略和语块水平关系的实证研究

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。

大学生英语学习动机减退的比较研究

针对大学生英语学习动机减退的现状,以湖北某高校美术类专业本科生为研究对象进行关于学习动机减退的问卷调查,研究发现影响学生学习动机减退的主要因素是学生自身因素,即学习兴趣和学习策略。大一与大二年级学生的动机减退因素不存在显著差异。对比大学英语四级高分组(四级成绩大于425分)和大学英语四级低分组(四级成绩小于425分)2组不同水平的学生的动机减退水平和影响因素,发现低分组动机减退的程度高于高分组的学生,2组学生动机减退的主要差异表现在学习策略和教学内容上。

博士生英语学习动机、策略及水平相关研究

研究考察了博士生英语学习动机情况,发现他们的工具性动机水平显著高于其他类型的动机,学习者的英语学习动机与性别、年龄等个人特征没有显著关联,反映出博士生英语学习动机的趋同性。英语学习动机水平高的学生会更多地运用各种学习策略,但是成绩动机和学习情境动机与大部分学习策略没有显著相关。学生的内在兴趣与英语水平显著正相关,而成绩动机与英语水平显著负相关。文章还对研究结果在教学上的意义进行了讨论。

CBI教学模式对学生英语学习策略使用及英语水平影响研究

文章探讨了大学英语教学环境中CBI教学模式对英语学习者使用学习策略和英语水平的影响。调查结果表明:实验前,参与依托式教学的学生(实验组)与常规大学英语教学班级学生(对照组)在英语学习策略使用以及英语水平上无明显差异;实验结束时,实验组在英语学习策略的总体使用以及英语水平上优于对照组。因此,CBI教学模式有助于学生英语学习策略的改善和英语水平的提高。

试析非英语专业本科生词汇学习策略

对非英语专业未通过CET 4本科生的英语词汇学习策略的调查表明,这些英语学习不成功者在英语词汇学习中认知策略的使用频率并不明显低于成功学习者,他们甚至常常使用一些被认为是善学者常用的策略;其词汇学习认知策略使用质量不高的关键在于管理策略即元认知策略的缺乏。

场独立与场依赖风格对外语学习策略选择的影响

在对认知风格中的主要维度场独立性和场依赖性研究综述的基础上,以实证方式研究了场独立和场依赖认知风格对中国大学生外语学习策略选择的影响,为外语学习和外语教学组织提供学习策略选择的参考,将有助于促进外语教学水平的提高。

网络自主学习环境下听力策略培训研究

以O'Malley与Chamot的学习策略理论为基础,参照Oxford的策略训练模式,对网络自主学习环境下非英语专业学生进行听力策略使用调查和听力策略培训研究,结果表明,策略培训能够提高学生的策略使用频率,增强其策略意识;策略培训有助于学生听力理解水平的显著提高,对网络环境下学生听力自主学习有积极作用;元认知学习策略使用与听力理解水平显著相关,显示出元认知策略培训对学生听力自主学习的重要性。