高、低分组分项四级成绩与学习策略的关系研究  

A Study of Relationships between the Sub-TEM4 Scores of High-score & Low-score Groups and Their Language Learning Strategies

作　　者：刘振前[1] 袁凤识[2] 许保芳[2] 

机构地区：[1]中国海洋大学外国语学院,山东青岛266071 [2]烟台师范学院外国语学院,山东烟台2640252

出　　处：《外国语言文学》2005年第2期112-117,共6页Foreign Language and Literature Studies

基　　金：2001年国家社科基金(批准文号:01BYY009)及烟台师范学院成教学院项目(编号:521-414-610403)资助。

摘　　要：本文运用定量研究方法,探讨了73名高分组和73名低分组英语专业本科学生的英语学习策略和分项四级成绩的关系。统计分析表明,高、低分组学生在元认知策略和认知策略方面有显著差异,且与四级成绩有显著的相关关系,说明学习策略的使用对学习成绩有一定影响。This study aims at investigating the relationships between English Language Leaming Strategies （LLS） and sub-TEM4 scores of 73 high-score group and 73 low-score group of English majors. Statistical analysis indicates that significant differences of meta-cognitive strategy and cognitive strategy exist between the two groups and TEM4 scores of the subjects are correlated with these two strategies, indicating that the use of strategies does have an impact on foreign language learning achievement.

关 键 词：高分组 低分组 学习策略 分项四级成绩 

分 类 号：H319[语言文字—英语]