Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time
Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time
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使用聚类分析揭示 L2 学习者在策略使用、学习意愿和成就方面随时间的变化
DOI：
10.1515/iral.2003.017
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发表时间：
2003
影响因子：
1.5
通讯作者：
R. Oxford
中科院分区：
文献类型：
--
作者：
Koyo Yamamori;Takamichi Isoda;Tomohito Hiromori;R. Oxford
本研究描述了日本七年级英语作为外语（EFL）学生使用的学习策略与学习意愿和英语成绩之间随时间的变化。根据学生的变化规律，采用统计聚类分析方法对81名学生进行分类，得到4个各具特点的聚类（组）。一组经常使用多种学习策略，表现出强烈的学习意愿，英语成绩较高。另一组也有很高的学习意愿和成就，尽管频繁使用的只是选择的学习策略。另外两组学生的英语学习成绩较低。这两组中的一组，尽管有强烈的意愿和频繁使用策略，但其特点是学习监控效率低下。最后一组有全面的、消极的改变模式，包括策略使用、学习意愿和成就的减少。
This study describes transitions over time in the learning strategies used by Japanese seventh-grade students of English as a foreign language (EFL) in relation to the will to learn and English achievement. Based on patterns of change, 81 students were categorized by means of statistical cluster analysis, yielding four clusters (groups) with distinct characteristics. One group frequently used a wide array of learning strategies, displayed a strong will to learn, and had high English achievement. Another group was also high in the will to learn and achievement, although frequent use occurred for only selected learning strategies. The other two groups showed lower achievement in English learning. One of these two groups, despite strong willingness and frequent use of strategies, was characterized by inefficient monitoring of learning. The last group had across-the-board, negative change patterns, including decreases in strategy use, the will to learn, and achievement.