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首页> 外文期刊>International Journal of Language Education: IJoLE >EXPLORING STUDENTS’ LEARNING STRATEGIES IN SPEAKING PERFORMANCE
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EXPLORING STUDENTS’ LEARNING STRATEGIES IN SPEAKING PERFORMANCE

机译：探索学生口语表现的学习策略

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摘要

This article aims to explore learning strategies used by students in speaking performance. To identify the types of learning strategies were adopted by the students of English department in learning to speak, the authors prepared journal logs with specific questions related to learning strategies. The researchers used qualitative design in this research. The result of this research showed that students of the third semester of English department frequently used memory strategies in learning speaking. The second was metacognitive strategies followed by social strategy in the third rank. The fourth was affective strategies and compensation strategies in the fifth rank and followed by cognitive strategy in the sixth rank. Furthermore, the other factors also influence students’ learning strategies in learning speaking such as psychological factor, the role of teacher, task, environment and social factors. The roles of the lecturer as a feedback provider, a participant, and a prompter.
机译：本文旨在探讨学生在口语表演中使用的学习策略。为了确定英语系学生在学习口语中采用的学习策略类型，作者编写了日记日志，其中包含与学习策略有关的特定问题。研究人员在本研究中使用了定性设计。研究结果表明，英语系第三学期的学生在学习口语时经常使用记忆策略。第二是元认知策略，其次是社会策略。第四是第五位的情感策略和补偿策略，其次是第六位的认知策略。此外，其他因素也会影响学生在学习口语时的学习策略，例如心理因素，教师的角色，任务，环境和社会因素。讲师作为反馈提供者，参与者和提示者的角色。

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