A Study of Language Learning Strategies Used by College EFL Learners in Taiwan
A Study of Language Learning Strategies Used by College EFL Learners in Taiwan
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台湾大学英语学习者语言学习策略研究
DOI：
10.6954/mjge.200703.0235
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Y. Lee
中科院分区：
文献类型：
--
作者：
Ching Chang;Shu;Y. Lee
本研究旨在探讨性别与专业对大学英语学习策略使用的影响。共有1758名台湾大学英语学习者参与了这项研究。参与者完成了两套自我报告的问卷，包括背景特征和语言学习策略量表（SILL）（牛津，1989）。所得资料以描述性统计、t检定及单因子变异数分析进行统计分析。研究结果如下：（1）台湾大学英语学习者在使用各种策略的频率上没有太大的差异，都处于中等水平。(2)在认知策略、元认知策略、社会策略和总体策略的使用上，性别差异显著。(3)研究发现，学生在六种语言学习策略和总体策略的使用上存在显著差异。最后，本研究提出了教学启示。
The study was designed to investigate the influence of gender and major on college EFL learning strategy use in Taiwan. A total of 1758 Taiwanese college EFL learners took part in this research study. The participants completed the two sets of self-reported questionnaires, including Background Characteristics and Strategy Inventory for Language Learning (SILL) (Oxford, 1989). The collected data were computed and analyzed via descriptive statistics, t-test, and one-way ANOVA. The findings of the study were generalized as follows: (1) There was not a great difference among the frequency of each strategy that Taiwanese college EFL learners report using, all in medium-use level. (2) Statistically significant differences were found in the use of cognitive strategies, metacognitive strategies, social strategies and overall strategies with regard to gender. (3) Statistically significant differences were found in the use of six subcategories of language learning strategies and overall strategies with regard to major. In the end of this study, the pedagogical implications were provided.