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研究生:朱俊彥
研究生(外文):CHU, CHUN-YEN
論文名稱:EFL與CSL學生語言學習策略之成因比較研究
論文名稱(外文):A Causal Comparative Study on Language Learning Strategies between EFL and CSL Learners
指導教授:唐蕙文唐蕙文引用關係
指導教授(外文):TANG, HUI-WEN
口試委員:連倖誼陳琇娟
口試委員(外文):LIEN, HSIN-YICHEN, HSIU-CHUAN
口試日期:2016-06-20
學位類別:碩士
校院名稱:銘傳大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文出版年:2016
畢業學年度:104
語文別:英文
論文頁數:100
中文關鍵詞:語言學習策略英語為外國語言中文(華語)為第二外國語言比較研究
外文關鍵詞:language learning strategyEnglish as a foreign language (EFL)Chinese as a second language (CSL)causal comparative study
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本研究旨在探討以英語為外國語言的學生以及以中文(華語)為第二外語的學生所偏好的語言學習策略,以及此兩種語言學習者在跨文化溝通下語言學習策略使用的差異。研究結果顯示以英語為外國語言的學生偏好使用補償策略,而以中文(華語)為第二外語的學生則較頻繁使用社交策略。而依照男女兩性比較而言,男性學習者與女性學習者都顯示較偏好使用補償策略;從英語為外國語言及中文(華語)為第二外語之高低分組學生結果分析,英語為外國語言的高、中、低分組學生皆較頻繁使用補償策略,而中文(華語)為第二外語的高、中、低分組學生皆偏好使用社交策略。若從語言學習年限比較發現,英語為外國語言的學生學習英語年限低於五年者與高於十五年者頻繁使用認知策略,介於五至十年與十至十五年則較偏好補償策略;中文(華語)為第二外語的學生中文(華語)學習年限則發現低於五年者與五至十年者偏好社交策略,介於十至十五年者與高於十五年者則較頻繁使用補償策略。
本研究結果亦提供未來研究上的一些建議,如整合其他母語為非英語或中文(華語)的語言學習者,比較多國語言學習者在語言學習策略上的使用差異,以及對於英語教師與中文(華語)教師必須更加考慮這些不同背景的學生所使用的語言學習策略之差異性。
The purpose of this study was to compare language learning strategies most preferred by English as a foreign language (EFL) learners and Chinese as a second language (CSL) learners, so as to discuss the differences between the use of language learning strategies by EFL learners and CSL learners based on the cross-cultural communications. The results revealed that the most preferred language learning strategies by EFL learners are compensation strategies (M=3.50, SD=0.60), while social strategies (M=3.90, SD=0.81) are most preferred by CSL learners. As for gender difference, both male and female learners preferred compensation strategies (M=3.58, SD=0.57; M=3.51, SD=0.59) the most. When it comes to different levels of achievers, all levels (high, medium, and low) of achievers preferred social strategies (M=4.01, SD=0.72; M=3.76, SD=0.72; M=3.96, SD=0.95) the most by CSL learners; while EFL learners with different levels of achievers preferred compensation strategies (M=3.71, SD=0.56; M=3.38, SD=0.59; M=3.45, SD=0.575) among high, medium, and low achievers.
As for years of language learning, EFL learners learning English under 5 years and over than 15 years found used cognitive strategies the most (M=3.37, SD=0.46; M=3.21, SD=0.64), and between 5 to 10 years and 10 to 15 years found used compensation strategies the most (M=3.55, SD=0.59; M=3.51, SD=0.53). On the contrary, CSL learners learning Chinese under 5 years and between 5 to 10 years found used social strategies the most (M=3.93, SD=0.73; M=4.17, SD=0.74); while between 10 to 15 years and over than 15 years found used compensation strategies the most (M=3.50, SD=0.35; M=4.42, SD=0.59).
The results of this study included implications for future research and practices. For researchers, this study was to empirically compare language learning strategies used by learners of different languages as for multiple languages learning comparisons. With regard to practical implications for both EFL and CSL language teachers, they should consider learners from various cultural backgrounds would use different language learning strategies.

Acknowledgements i
中文摘要 ii
Abstract iii
Table of Contents v
List of Tables viii
List of Figures x
CHAPTER I INTRODUCTION 1
1.1 Research Background 1
1.2 Purpose of the Study 3
1.3 Research Questions 3
1.4 Significance of the Study 4
1.5 Definition of Terms 4
1.6 Limitations 6
CHAPTER II LITERATURE REVIEW 7
2.1 Second Language Acquisition (SLA) 7
2.2 English and Chinese Learning for International Literacy 8
2.3 Language Learning Strategies (LLS) 9
2.3.1 Language Learning Strategies and Gender Differences 11
2.3.2 Language Learning Strategies and Language Proficiency Levels 13
2.3.3 Language Learning Strategies and Cultural Background 14
2.4 Studies on English as a Foreign Language and Learning Strategies 15
2.5 Studies on Chinese as a Second Language and Learning Strategies 18
CHAPTER III METHODOLOGY 21
3.1 Purpose of the Study 21
3.2 Participants 21
3.3 Research Design 22
3.4 Instrumentation 23
3.4.1 Strategy Inventory for Language Learning (SILL) 24
3.4.2 Participants’ Language Examinations 27
3.5 Method of Data Analysis 27
3.6 Contribution of the Study 28
CHAPTER IV DATA ANALYSIS RESULTS 31
4.1 LLS Use by EFL and CSL Learners 31
4.2 LLS Use by Gender Differences 36
4.2.1 LLS Use by EFL Learners 40
4.2.2 LLS Use by CSL Learners 43
4.3 LLS Use by Different Levels of EFL and CSL Achievers 47
4.3.1 LLS Use by EFL Achievers 47
4.3.2 LLS Use by CSL Achievers 51
4.4 LLS Use by EFL and CSL Learners with Years of Language Learning 55
4.4.1 LLS Use by EFL Learners with Years of English Learning 55
4.4.2 LLS Use by CSL Learners with Years of Chinese Learning 61
CHAPTER V CONCLUSTION AND RECOMMENDATION 69
5.1 Conclusion of the Research 69
5.1.1 EFL and CSL Learners Analyses on LLS Use 69
5.1.2 Gender Differences on LLS Use 70
5.1.3 Different Levels of EFL and CSL Achievers on LLS use 71
5.1.4 Years of Language Learning on LLS Use 72
5.2 Recommendation 73
5.2.1 Future Researchers and Pedagogical Implications 74
5.2.2 Future Research Studies 74
References 77
APPENDIX 83
Adapted and translated Strategy Inventory for Language Learning (Oxford, 1990) 83

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