相同文化背景下不同语种外语学习者学习策略异同研究——以英国中学汉语、法语和德语学习者为例  

On the Learning Strategies of Different Language Learners:Mandarin,French and German Learned in British Middle School

作　　者：何兰芳[1] 阮芳[2] 

机构地区：[1]武夷学院外语系,福建武夷山354300 [2]福建福州职业技术学院应用外语系,福建福州350108

出　　处：《淮海工学院学报（人文社会科学版）》2012年第22期106-110,共5页Journal of Huaihai Institute of Technology(Humanities & Social Sciences Edition)

摘　　要：采用问卷、课堂观察和访谈相结合对英国伦敦附近六所中学192名中学生的汉语、法语和德语三种外语学习策略使用情况进行调查研究。结果表明英国中学生使用最多的是社交和母语依赖策略而使用最少的是记忆和情感策略;在相同文化背景下不同语种外语学习者策略选用存在差异,策略选用性别差异不显著,但和外语学习时间长短相关。With the combination of questionnaire, in-class observation and interview, a research has been conducted on foreign language learning strategies used by 192 Mandarin, French and German learners from 6 British middle schools around London. The results show that British middle school students＇favorite foreign language learning strategies are social and mother tongue transfer strategies and the least favorite is affective and memory strategies. The results also show that under the same culture background, differ- ences in strategy selection do exist between different language learners. The differences between genders are not significant but correlated with the length of learning.

关 键 词：文化背景 外语 学习策略 英国 中学生 汉语 法语 德语 

分 类 号：H319[语言文字—英语]