学习策略对航海英语阅读能力影响的实证研究  

An Empirical Study of the Effect of Learning Strategies on Maritime English Reading Ability

作　　者：顾力豪[1] 时秋勇[1] 

机构地区：[1]南通航运职业技术学院,江苏南通226010

出　　处：《广东交通职业技术学院学报》2015年第1期111-115,共5页Journal of Guangdong Communication Polytechnic

基　　金：南通航运职业技术学院院级课题"海船船员(二\三副)适任考试中的航海英语关联题题库研究"阶段性研究成果(项目编号:HYJY∕2014B09)

摘　　要：本研究以157名航海技术专业学生为对象,对他们在航海英语阅读过程中采用的具体学习策略进行调查研究。相关和回归分析发现,学生使用认知策略的频率最高,对航海英语阅读能力的影响力也最大。独立样本t检验则表明,高低分组在选用何种策略方面不存在统计上的明显差异,但高分组的学生使用的策略更完整,更系统,更有效,而低分组的学生虽然也注意到了策略的使用,但还很不充分,需要系统的训练。Based on an empirical study of 157 students majoring in navigation, this article explores the correlation betweenlearning strategies and Maritime English reading ability and reveals the differences between different MaritimeEnglish reading levels in the use of learning strategies. Statistical analysis shows that among the three strategies,cognitive strategy makes the most contributions to Maritime English reading achievement, meta-cognitive strategythe less, and the social-effective strategy the least. The high-level students and the low-level students are found to besimilar in using the three learning strategies when reading, but the significant difference is the students of thehigh-level group often use learning strategies in a more comprehensive, systematic and effective way. So the studentsof low-level group need more systematic training when using learning strategies.

关 键 词：学习策略 航海英语 阅读能力 

分 类 号：G712[文化科学—职业技术教育学]