CAJ | 학술논문

基于O’MalleY和Chamot的学习策略分类，本文采用问卷调查的形式对大学英语专业学生的词汇习得策略运用状况及其策略选择运用的影响因素进行了调查分析。结果发现：使用较多的认知策略为重复、拓展、利用语境推测及归类等；使用较多的元认知策略为：自我监控和事先准备；使用较多的社会／情感策略为：回避、利用传媒手段与冒险犯错等。影响词汇学习策略选择及运用的最重要之因素为学习习惯。由此可见，在语言教学中，教师不仅应对学生进行适当的学习策略培训，指导学生培养良好的学习习惯，还需重视学生的个体差异，进而设计和实施有效的教学行为。
기우O’MalleY화Chamot적학습책략분류，본문채용문권조사적형식대대학영어전업학생적사회습득책략운용상황급기책략선택운용적영향인소진행료조사분석。결과발현：사용교다적인지책략위중복、탁전、이용어경추측급귀류등；사용교다적원인지책략위：자아감공화사선준비；사용교다적사회／정감책략위：회피、이용전매수단여모험범착등。영향사회학습책략선택급운용적최중요지인소위학습습관。유차가견，재어언교학중，교사불부응대학생진행괄당적학습책략배훈，지도학생배양량호적학습습관，환수중시학생적개체차이，진이설계화실시유효적교학행위。
Based on O＇Malley and Chamot＇s classification of learning strategies, this paper is intended to identify the distribution of the frequency of vocabulary learning strategies used by 52 English majors at tertiary English level and investigate various influencing factors underlying the choice of the strategies. It is found that the most frequently-used cognitive strategies are repetition, elaboration and contextualization; the most frequently-used metacognitive strategies are self-monitoring and advance preparation; and the most frequently-used social/affective strategies are avoidance, media, and risk-taking. It is con- cluded that language teaching should not only involve leaming strategies training and good learning habit fostering, but also address the issue of learners＇ individual differences, so that teachers can deliver effective teaching accordingly.