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首页> 外文学位 >Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation.
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Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation.

机译：语言学习策略的使用和熟练程度：其他语言（SOL）的讲者使用的报告语言学习策略（LLS）的模式与熟练程度之间的关系，这对教学/学习情况具有影响。

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摘要

This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed.; This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers' perspectives on language learning strategy use.; The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers' survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students.; The thesis concludes by bringing together the key findings and suggesting areas for further research.
机译：本论文以前提为前提，即策略对于学生有效学习至关重要，前提是语言对语言的应用不亚于任何其他学习领域。在解决术语和定义问题之后，将讨论语言学习策略概念的理论基础。由于熟练程度的概念也是论文的重点，因此在对语言学习策略领域的先前研究进行回顾之前，应考虑与熟练程度的定义和评估有关的问题。这项研究在新西兰奥克兰的一所私立语言学校中分三个阶段进行。 A部分第1部分使用“语言学习策略清单”（SILL）（牛津，1990年）作为研究语言学习策略与熟练程度之间关系的基础工具，并研究了更为熟练的学生所使用的策略模式。 A部分第2节使用相同的数据根据​​学习者变量（国籍，性别，年龄）调查语言学习策略的使用。 B部分使用访谈来调查个人使用语言学习策略的情况，C部分使用基于课堂的程序来探索指导学生使用语言学习策略的方法，并利用学生的输入来构造原始问卷（英语学习策略清单或ELLSI） ）。该问卷用于进一步调查语言学习策略使用与熟练程度之间的关系，以及策略使用随时间的变化以及教师对语言学习策略使用的看法。该研究的SILL阶段的结果表明，语言学习策略与熟练程度之间存在显着的相关性（这一发现得到了ELLSI研究结果的支持），并且根据国籍的使用策略也存在显着差异，而访谈则揭示了一些有用的见解个人使用语言学习策略的情况。从研究的纵断面可以发现，进步最大的学生是增加使用语言学习策略的频率的学生。教师调查的结果表明，教师认为语言学习策略非常重要，这对于在教学/学习情况下对师生之间的良好调和产生积极影响，是令人鼓舞的结果。然而，该课堂计划旨在探索在学生中促进使用语言学习策略的方法，只是取得了微不足道的成功，还有许多工作要做，以找到使学生获得有关语言学习策略的见解的方法。最后，本文总结了主要发现并提出了需要进一步研究的领域。

著录项

  • 作者

    Griffiths, Carol.;

  • 作者单位

    The University of Auckland (New Zealand).;

  • 授予单位 The University of Auckland (New Zealand).;
  • 学科 Education Language and Literature.; Education Bilingual and Multicultural.; Language Linguistics.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 258 p.
  • 总页数 258
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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