CAJ | 학술논문

了解学生学习策略运用的现状与发展特点，有利于针对性地对学生进行有效策略指导。本研究采用自编的有较高信度、效度的《小学生英语学习策略问卷》，对677名小学生英语学习策略进行了考察。结果发现：策略掌握总体情况不够理想。策略从低到高的掌握次序是：认知策略一元认知策略一情感／社会策略。学校、性别与年级交互作用显著，策略得分与学校教学水平密切相关，且女生的策略好于男生。
료해학생학습책략운용적현상여발전특점，유리우침대성지대학생진행유효책략지도。본연구채용자편적유교고신도、효도적《소학생영어학습책략문권》，대677명소학생영어학습책략진행료고찰。결과발현：책략장악총체정황불구이상。책략종저도고적장악차서시：인지책략일원인지책략일정감／사회책략。학교、성별여년급교호작용현저，책략득분여학교교학수평밀절상관，차녀생적책략호우남생。
The purpose of this study is to investigate the current situation and developmental characteristics of the primary school students＇ English learning strategy, aiming to benefit our teaching of learning strategy in a targeted manner. The study, using the self-complied questionnaire of the English learning strategy in primary schools of high credibility and validity, has observed the English learning strategy used by 677 pupils. The result was as follows; the overall performance is not ideal; order of strategy score from low to high is Cognitive strategy→ Meta-cognitive strategy→Affective/social strategy; the reciprocal effect between school, gender and grade is significant; the strategy score and the teaching level is closely related; the strategy of girls is superior to that of boys.