Investigating the effects of strategy use and second language test performance with high- and low-ability test takers: a structural equation modelling approach
Investigating the effects of strategy use and second language test performance with high- and low-ability test takers: a structural equation modelling approach
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研究高能力和低能力考生的策略使用和第二语言测试表现的影响：结构方程建模方法
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发表时间：
1998
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通讯作者：
J. Purpura
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作者：
J. Purpura
在策略使用的研究中隐含着这样一个概念，即高能力和低能力的语言学习者使用策略的不同，这些差异与不同的表现有关;然而，到目前为止，还没有研究对这些假设进行统计检验。本研究采用结构方程模型（SEM）对高水平和低水平考生的策略使用与二语测试成绩之间的关系进行了研究。对1,382名考生进行了策略问卷调查和语言测试，并为每组建立了策略使用和SLTP的独立基线模型。这些模型，然后估计同时施加跨组平等的限制。该多组模型中的相似性和差异提供了评价各能力水平参数估计值可行性的方法。结果表明，元认知策略使用（MSU）模型和SLTP模型对两组被试的因子结构基本一致，而认知策略使用（CSU）模型则有所不同。然后，虽然观察到了一些跨组等效性的证据，但跨组不变性检验在数据中不能得到一致支持; MSU对CSU的影响在各组之间是不同的，提取过程对词汇语法能力的影响也是不同的，这表明词汇的变化-语法能力和阅读能力来源于考生对元认知策略的运用。
Implicit in the research on strategy use is the notion that high- and low-ability language learners utilize strategies differently and that these differences are related to differential performance; however, to date, no study has tested these assumptions statistically. This study uses structural equation modelling (SEM) to examine the relationships between strategy use and second language test performance (SLTP) with high- and low-ability test takers. 1,382 test takers were given strategy questionnaires and a language test, and separate baseline models of strategy use and SLTP were established for each group. These models were then estimated simultaneously with cross-group equality constraints imposed. The similarities and differences in this multi-group model provided the means for evaluating the viability of the parameter estimates across ability levels. The results showed that the metacognitive strategy use (MSU) and SLTP models produced almost identical factorial structures for each group, while the cognitive strategy use (CSU) models were somewhat different. Then, while some evidence of cross-group equivalence was observed, the cross-group tests of invariance could not be uniformly supported in the data; the effect of MSU on CSU was found to be variant across the groups, as was the effect of the retrieval processes on lexico-grammatical ability, suggesting that the variation in lexico-grammatical ability and reading ability stems from the test takers’ use of the retrieval processes in concert with the metacognitive strategies.