关于高三学生英语学习策略的调查研究  

A Study on Language Learning Strategies Used by Grade-three Students in Senior Middle Schools

作　　者：欧阳慧卿[1] 饶振辉[2] 

机构地区：[1]江西师范大学高职学院 [2]江西师范大学外国语学院

出　　处：《教育学术月刊》2009年第8期36-39,共4页Education Research Monthly

摘　　要：利用Oxford语言学习策略量表(SILL),对江西省某中学高三学生的英语学习策略进行调查,分析了他们英语学习策略的使用情况,并对英语学习成绩与学习策略的关系进行了探讨。研究结果表明:学生最常用的是情感策略和补偿策略,最少用的是社会策略;高分和低分组学生在英语学习策略的使用上具有显著差异,差异性最大的是元认知策略和情感策略;六大类学习策略与学习成绩有显著的相关关系,其中元认知策略和认知策略与学习成绩最相关。Based on a brief statement of the studies on second language learning home and abroad, this paper used Oxford＇ Strategy Inventory for Language Learning strategies （LLS） both at （SILL） to investigate the LLS employed by senior grade-three students in a school of JiangXi province, identify typical characteristics of their＇ LLS use, and explore the relationship between English proficiency and learning strategies. The findings indicated： （1） Of the six category strategies affective and compensation strategies were the most favorable; social strategies were the least popular. （2） Significant variations were found by proficiency level with greater use of learning strategies by more successful learners, among which metacognitive and affective strategies ranked the first and second respectively. （3） All six categories of language learning strategies were significantly correlated with the English outcomes, among which the metacognitive and cognitive strategies were the most correlated.

关 键 词：学习策略 高三学生 高分组 低分组 

分 类 号：G633.41[文化科学—教育学] G632.474