CAJ | 학술논문

运用Oxford的语言策略调查问卷和蔡寒松等人关于翻译过程心理学研究的设计方案，对三所高校英语本科专业二年级学生的语言运用能力进行了实证研究。研究发现，学习者普遍对自身语言运用能力信心不足；在翻译任务测试中，学习者直接学习策略的使用频率高于间接学习策略，且在间接学习策略中对元认知策略的使用最弱。建议围绕课前需求分析、课前培训、学习思维及策略引导、学习者自主学习能力培养和课程考核（评估）等方面进行改革。
운용Oxford적어언책략조사문권화채한송등인관우번역과정심이학연구적설계방안，대삼소고교영어본과전업이년급학생적어언운용능력진행료실증연구。연구발현，학습자보편대자신어언운용능력신심불족；재번역임무측시중，학습자직접학습책략적사용빈솔고우간접학습책략，차재간접학습책략중대원인지책략적사용최약。건의위요과전수구분석、과전배훈、학습사유급책략인도、학습자자주학습능력배양화과정고핵（평고）등방면진행개혁。
Based on the questionnaire of language learning strategies by Oxford（1990） and design of psycholinguistic case study of the thinking process in translation by Cai （2000）, this study investigated the conditions of language competence of English majors of junior grade in three higher learning institutions through a one-year tracking survey. The findings show that students generally hold a negative attitude towards their language competence. In the process of completing an E-C translation assignment, statistical data indicate that students tend to prefer using directive learning strategies to in-directive ones, and the frequency of the former is surprisingly dominant over the latter in which metacognitive strategies are the least. Some suggestions are proposed for reflection in certain aspects of English teaching.