CAJ | 학술논문

近年来,学习策略的研究逐渐发展成熟,学习策略的使用可以提高语言学习的成效。本文调查了英语专业一年级105名学生的学习策略择用状况,分析了学习策略运用与学习成绩的相关性。研究主要采用问卷调查,并将学习策略的运用与各科英语课程的学年期末考试成绩作相关分析,其结果表明学生使用频率最高的是情感策略,性别在单词记忆、词语运用、寻求帮助和英语提问等方面的策略择用上具有显著差异,学习策略运用仅与综合英语成绩有相关性,而对其他课程没有任何影响。本研究结果将为教师的教学改革提供参考和启示。
근년래,학습책략적연구축점발전성숙,학습책략적사용가이제고어언학습적성효。본문조사료영어전업일년급105명학생적학습책략택용상황,분석료학습책략운용여학습성적적상관성。연구주요채용문권조사,병장학습책략적운용여각과영어과정적학년기말고시성적작상관분석,기결과표명학생사용빈솔최고적시정감책략,성별재단사기억、사어운용、심구방조화영어제문등방면적책략택용상구유현저차이,학습책략운용부여종합영어성적유상관성,이대기타과정몰유임하영향。본연구결과장위교사적교학개혁제공삼고화계시。
The research on language learning strategies has been gradually flourishing in recent years.Appropriate use of language learning strategies can enhance language proficiency.The paper examined the overall level of language learning strategies employed by 105 first-year English major undergraduates and analyzed the correlation between language learning strategy use and the final-term achievements of English courses in the first academic year.The results showed the mean score of affective strategy use is the highest.There is a significant difference in terms of the strategy use such as memory,words expression,searching for help and questioning in English by gender.The use of strategies did not correlate with any achievements of the English course except Comprehension English.The findings from this study might be of great help to other instructors who want to develop English teaching.