GENDER DIFFERENCES IN THE USE OF LEARNING STRATEGIES IN ADULT FOREIGN LANGUAGE LEARNERS
GENDER DIFFERENCES IN THE USE OF LEARNING STRATEGIES IN ADULT FOREIGN LANGUAGE LEARNERS
复制标题
成人外语学习者使用学习策略的性别差异
DOI：
10.32728/mo.06.1.2011.01
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
J. Sindik
中科院分区：
文献类型：
--
作者：
N. Božinović;J. Sindik
学习策略是当今声门教学法的一个热门研究领域。Oxford（1990）将其定义为学习者为了使学习更容易、更快、更愉快、更容易转移到新的语言学习和使用环境中而采取的具体行动。部署适当的策略可以确保在学习中取得更大的成功和更大的信心。本文的第一部分列出了学习策略概念的关键定义，而第二部分介绍了在杜布罗夫尼克的美国管理与技术学院对181名学习德语、西班牙语、法语和意大利语的受访者进行的定量调查的结果。使用基于Oxford的SILL（Strategy Inventory for Language Learning，Oxford，1990）的问卷对学习策略进行测试。调查的目的是确定在使用学习策略方面的性别差异以及在应用某些类型的学习策略方面的差异。研究结果表明，不同年级学生在学习策略使用频率上存在显著差异：记忆策略使用频率最高，认知策略使用频率最低。然而，在使用学习策略方面存在性别差异，女性更经常使用除社会情感策略之外的所有类型的学习策略。论文的最后一部分指出了本研究对教学实践的启示，并为今后的研究提供了指导。
Learning strategies today represent a topical field of research in glottodidactics. Oxford (1990) defines them as specific actions taken by the learner to make learning easier, faster, more enjoyable, and more transferrable to new situations of language learning and use. Deployment of appropriate strategies ensures greater success in learning and more confidence. The first part of the paper lists the key definitions of learning strategies notion, while the second part presents the results of quantitative survey that was conducted at the American College of Management and Technology in Dubrovnik on the sample of 181 respondents learning German, Spanish, French and Italian. The learning strategies were tested using a questionnaire based on Oxford's SILL (Strategy Inventory for Language Learning, Oxford, 1990). The survey aimed at determining gender differences in the use of learning strategies and differences in the application of certain types of learning strategies. The results have shown that there are statistically significantly differences in the frequency of the learning strategy use: memory strategies are mosty frequently used ones, while cognitive strategies are used least frequently. However, there are gender differences in the use of learning strategies, where the female sex more frequently uses all types of learning strategies, except socio-affective strategies. The final part of the paper specifies the implications for teaching practice and provides guidelines for future research.
影响因子：
4.1
作者：
Z. Dörnyei
通讯作者：
Z. Dörnyei