英语专业学生的学习策略(编辑修改稿)

英语专业学生的学习策略(编辑修改稿)内容摘要：

s the link between choice of strategies and learning achievement. Politzer and McGroarty (1985), for example, looked at the relationship between a range of “good learning behaviors” measured using questionnaires, and gain scores on an intense course. They reported mixed results: while the gain scores did not relate to their categories of strategies use as a whole, there were certain individual items which showed significant associations with certain of their proficiency measures. Wen Qiufang (1996) investigated 242 English majors from five universities in East China by questionnaires and found that the learning strategies they used are correlated with Learning Strategies Direct Strategies Indirect Strategies 1. memory strategies 3. social strategies 2. cognitive strategies 3. pensation strategies 1. metacognitive strategies 2. affective strategies 瞿进 Learning Strategies among English Majors in CUAS 4 their English Band4 achievements. Besides, Wu Yi’an, Liu Runqing et. al. from Beijing Foreign Studies University (1993) had the general investigation into the quality of Chinese English majors. They examined language learning strategy use of secondyear English majors in China through the questionnaires. Data analysis revealed that four kinds of strategies, . monitoring strategies, form practice strategies, function practice strategies and memory strategies had some effects on learning achievements. 3 The Investigation on Learning Strategies among English Majors in CUAS To date, there are many researches on the necessity of using learning strategies by the student of middle school or nonEnglish majors in universities in China. However, few of the research were focus on the English majors. Do the English majors have a better implement of learning strategies than the others? In other words, is it necessary to train the English major in the use of learning strategies? The following investigation was designed to show the answer. The main objective of this investigation is to find out how English majors in CUAS employ learning strategies in learning English language. Subject The participants in this study were supposed to be 80 English majors in the Foreign Language Department of CUAS. They are above the secondyear from 8 different classes. 5 male and 5 female students were chosen in each class as the participants. Less than half of them passed TEM4 (Test for English Majors Band4) or CET6 (College English Test Band6). The reasons were as follows: firstly the first year students have just entered the university and they might not have successfully and formed their own learning approaches and strategies. After two years of study in the university the students have adopted themselves to the study and courses in the university and have acquired their own learning strategies. Secondly, they tend to have more problems in their English learning, and they are more influenced by their previous learning. Given the two aspects, the students above the secondyear were chosen for this investigation. Instrument The study investigated the general level of the learning strategies with the SILL (which was also mentioned above). There are 50 items in the SILL. The structure of the SILL is based on Oxford’s classification system, which has been listed in the previous paragraphs. According to the system, the questionnaire contains altogether six parts as follow: Part A (items 19, memory strategies): relating to how students remember language。 Part B (items 重庆文理学院 20xx 级英语专业学士学位论文 5 1023, cognitive strategies): relating to how students think about their learning。 Part C (items 2429, pensation strategies): these strategies enable students to make up for hunted knowledge。 Part D (items 3038, metacognitive strategies): relating to students’ feeling。 Part E (items 3944, affective strategies): relating to how students’ feeling。 Part F (items 4550, social strategies): these involve learning by interaction with others. For each item, there is a fivepoint scale ranging from 1 to 5. 1= “never or almost never true of me”, 2= “usually not true of me”, 3= “sometimes true of me”, 4= “usually true of me”, and 5= “always or almost always true of me”. The students would choose 1 from 15 to report their degree for each item. For the participants to understand clearly, the writer used Chinese version of the SILL. Data Collection The present writer and his friends distributed 80 questionnaires to the students. The students were given fifteen minutes to finish the questionnaire in classroom. All subjects received uniform instructions as to how to fill out the SILL in order to minimize confusion. The participants were not asked to report their own specific strategies. And we gave the subjects a list of strategies and asked them to report to make choice of each item. And we were able to get mean scores of each item in the questionnaire through the investigation. Based on the mean score, we would be able to analyze the characteristics of them. It is not difficult for the instruction and monitor of the investigation because the number of participants was small in each class. And most of the participants answered the questionnaires seriously. Then the writer and his friends took the answer sheets back. Due to various reasons there were 77 questionnaires, which were collected. However, the number of the questionnaires was enough to be calculated. The data collection in the study was conducted mainly through the questionnaire. For each item in the questionnaire, it is a fivepoint scale. The raw data were processed to obtain the mean score of each item. Each item was converted into threefrequency scale: low, medium and high (see Table ) Table : Frequency Scale Mean Score Evaluation Mean Score。