国内外学习策略与英语成绩关联性研究的元分析  

Language Learning Strategies and English Achievement:A Meta-analysis of Studies in and Outside China

作　　者：张正厚[1] 谭霞[1] 吕磊[1] 

机构地区：[1]潍坊医学院外语系

出　　处：《外语与外语教学》2013年第5期40-45,共6页Foreign Languages and Their Teaching

基　　金：2010年度教育部人文社会科学研究规划项目(项目编号:10YJA740130);2012年山东省高等学校人文社会科学研究项目(项目编号:J12WE88)的部分成果

摘　　要：本研究以国内外40篇有关语言学习策略和英语成绩关系的研究为材料、以Comprehensive Meta-analysis V2软件为工具,对语言学习策略与英语成绩之间的关系进行了元分析(meta-analysis)。研究发现,总体上英语成绩对策略使用频率的影响及策略与英语成绩的相关性均达到中等效应;元认知策略、认知策略及记忆策略与英语成绩的关联效应较其它类策略大。这些研究结果启示是英语教学中应加强策略教学,尤其是元认知策略、认知策略和记忆策略的教学。Based on 40 studies of the relationships between lan- guage learning strategies （LLSs） and English achievement （EA） with participants from both China and overseas, a meta-a- nalysis on the relationships between LLSs and EA was performed using Comprehensive Meta-analysis V2. The results inicated that the effect sizes for both difference in strategy use and correlation of LLSs and achievements were moderate. Furthermore, meta-cognitive, memory and cognitive strategies showed a stronger association with English achievement than other categories of strategies in Oxford＇s framework. The implication of these results is that instruction of strategies, metacognitive, memory and cognitive strategies in particular, should be en- hanced in language teaching.

关 键 词：语言学习策略 英语成绩 元分析 

分 类 号：H319[语言文字—英语]