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An investigation of English language learning strategies of grade 5--6 students in Taipei, Taiwan (China).

机译：中国台湾台北市5--6年级学生的英语学习策略调查。

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摘要

This study investigated the English language-learning strategies used by grades 5 and grade 6 students and the background variables affecting the use of language-learning strategies in selected schools in Taipei, Taiwan. A total of 932 grade 5 and grade 6 students in elementary schools in Taipei, Taiwan participated in this study. Two sets of questionnaires were used, the background information questionnaire and the Language Learning Strategy Inventory (LLSI). The self-reported questionnaire (LLSI) was modified by the researcher from the Strategy Inventory for Language Learning (Oxford, 1990). The findings of this study were as follows: (1) students reported using six dimensions of language-learning strategies, all in medium-use levels: cognitive strategies, social strategies, association strategies, compensation strategies, assistance strategies, and constructive learning strategies; (2) gender differences were found in the use of language-learning strategies, except in compensation strategies and constructive learning strategies. Females reported use of language learning strategies more frequently than males; (3) no significant differences were found between grade 5 and grade 6 students in the use of language learning strategies, except in assistance strategies; (4) English learning experience was found most significantly related to the use of language-learning strategies, according to the following variables: years of studying English, years of studying English outside of school, years of living in English-speaking countries, experience of studying English in English-speaking countries, experience of traveling abroad, level of parental support, and general level of enjoyment in learning English; (5) significant differences were found between students' self-rating English proficiency level and the use of language-learning strategies; (6) students' self-perception of the EFL teacher's teaching method and curriculum was found to be significantly related to the use of language-learning strategies. A better understanding of the use of language learning strategies and the background factors affecting the use of language learning strategies of the grade 5–6 students in Taipei, Taiwan, as well as practical pedagogical implications and recommendations for EFL instruction in elementary schools in Taiwan, has been achieved.
机译：这项研究调查了5年级和6年级学生使用的英语语言学习策略，以及影响台湾台北某些学校使用语言学习策略的背景变量。台湾台北市共有932名5年级和6年级的学生参加了这项研究。使用了两组调查表，即背景信息调查表和语言学习策略调查表（LLSI）。自我报告调查表（LLSI）由研究人员从“语言学习策略清单”（牛津，1990年）中进行了修改。这项研究的结果如下：（1）学生报告了在中等使用水平上使用六个维度的语言学习策略：认知策略，社会策略，联想策略，补偿策略，援助策略和建设性学习策略; （2）在语言学习策略的使用中发现了性别差异，除了补偿策略和建设性学习策略外。女性报告的使用语言学习策略的比例高于男性； （3）5年级和6年级的学生在使用语言学习策略方面没有发现显着差异，除了协助策略之外; （4）根据以下变量，发现英语学习经验与语言学习策略的使用关系最大：英语学习年限，校外英语学习年限，在英语国家居住的年限，在英语国家/地区学习英语，出国旅行的经验，父母的支持水平以及学习英语的总体水平； （5）在学生的自评英语水平和使用语言学习策略之间发现了显着差异; （6）研究者发现学生对EFL老师的教学方法和课程的自我认知与语言学习策略的使用密切相关。更好地了解语言学习策略的使用以及影响台湾台北5-6年级学生使用语言学习策略的背景因素，以及对台湾小学EFL教学的实际教学意义和建议，已经实现。

著录项

  • 作者

    Su, Min-Hsun.;

  • 作者单位

    Spalding University.;

  • 授予单位 Spalding University.;
  • 学科 Language General.; Education Language and Literature.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 254 p.
  • 总页数 254
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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