臺灣博碩士論文加值系統

本研究乃探討國小學童之學習策略之使用與多元智能、學習態度與學習英文時間長短之相關，並且進一步探究不同學習態度的學生的學習策略使用狀況。本研究對象為中部地區223位國小學童，超過百分之八十的學生皆有兩年以上學習英文的經驗。超過三分之二的國小學童皆有在補習班學習英語的經驗。本研究結果如下：第一、女生國小學童使用英語學策略之頻率高於男性國小學童。第二、女生、男生與全體國小學童最常使用的學習策略是後設認知策略；最少使用的策略是記憶策略。第三、學習策略與多元智能、學習態度之間呈現顯著相關，但跟英語學習時間長短這個變項沒有顯著相關。值得注意的是學習策略使用與學習態度的相關性比多元智能還要高。最後，本研究也顯示出在語言學習過程中，具有高度正面學習態度的學生最頻繁地使用的是後設認知策略；低度正面學習態度的學生則是最常使用情意策略。

This study aimed at exploring elementary school students’ language learning strategy use and its relationships with multiple intelligences, learning attitudes and the length of language study. The researcher further investigated learning strategy use among students with different degrees of positive learning attitudes. Participants in this study were 223 students from central Taiwan. Over 80% of them had learned English for at least two years. Over two thirds of them had learning experience in English cram schools.
The findings of the study suggest that first, female elementary students have significantly higher strategy use frequency than their male counterparts do in all six strategy categories. Second, the most frequently used type of learning strategies by males, females and all participants was metacognitive strategies. The least frequently used type of learning strategy by all participants was memory strategies. Third, use of language learning strategies was significantly related to multiple intelligences and learning attitudes, but not to the length of language study. It is noteworthy that strategy use has a stronger link with learner attitudes than with multiple intelligences. Finally, the findings also reveal that students with the highest level of positive learning attitude use metacognitive strategies most frequently in the language acquisition process, while those with the lowest level of positive learning attitude use affective strategies most frequently.

TABLE OF CONTENTS

COVER PAGE
ENGLISH SIGNATURE PAGE
SIGNATURE PAGE
ENGLISH ABSTRACT..........i
CHINESE ABSTRACT..........ii

CHAPTER I: INTRODUCTION...........................................1
1.1 Background of the Study and Motivation........................1
1.2 Purpose of the Study..........................................5
1.3 Significance of the Study.....................................5
1.4 Research Questions............................................7
1.5 Definitions of Terms..........................................8

CHAPTER II: LITERATURE REVIEW....................................10
2.1 Classification of Language Learning Strategies...............10
2.2 Research on Learner Factors Affecting
Language Learning Strategy Use...................................19
2.2.1 Gender and Strategy Use....................................21
2.3 Research on Language Learning Strategies in Taiwan...........22
2.3.1 Strategy Use among University Students.....................23
2.3.2 Strategy Use among Junior/Senior High School Students......25
2.3.3 Strategy Use among Elementary School Students..............26
2.4 The Development of Multiple Intelligence Theories............27
2.4.1 The Introduction of Eight Intelligences....................27
2.4.2 Practicing and Integrating Multiple Intelligences in Class.30
2.4.3 Research on Multiple Intelligences in Taiwan...............32
2.5 Learning Attitudes...........................................33

CHAPTER III: METHODOLOGY........................................36
3.1 Participants................................................36
3.2 Instrumentation.............................................36
3.3 Data Analysis...............................................38
3.4 Results of Pilot Study......................................38

CHAPTER IV: RESULTS AND DISCUSSION..............................47
4.1 The Broad Profile of Overall Strategy Use by the Subjects...47
4.2 The Most and Least Used Strategies for the Males, Females, and the Full Samples.........................................................49
4.3 Gender Differences in LLSU, MI, and Learner Attitudes.......53
4.4 Correlations among LLSU, MI, Learner Attitudes, and Length of Language Study..................................................55
4.5 LLSU of Students with Different Degrees of Positive Learning Attitudes
................................................................57

CHAPTER FIVE CONCLUSION.........................................62
5.1 Summary of Major Findings...................................62
5.2 Implications for Pedagogical Practice.......................63
5.3 Limitation of the Study.....................................66
5.4 Recommendations for Future Study............................66

REFERENCES......................................................67
APPENDICES......................................................77
APPENDIX A: Strategy Inventory for Language Learning............77
APPENDIX B: Multiple-intelligence Questionnaire.................79
APPENDIX C: Language Learning Attitudes Questionnaire...........81

LIST OF TABLES
Table 2.1 Rubin’s Language Learning Strategy System............12
Table 2.2 O’Malley, Chamot, Stewner-Manzanares, Küpper, and Russo’s Definitions of Learning Strategies..............................14
Table 2.3 An Overview of Language Learning Strategies...........15
Table 2.4 An Overview of Memory, Cognitive, and Compensation Strategies, Metacognitive, Affective, and Social Strategies.15
Table 3.1 Means and Standard Deviations of Students’ Scores on Strategy Use, Multiple Intelligences, and Attitudes...................40
Table 3.2 Means and Standard Deviations of the Five Most Frequently Used Learning Strategies.............................................41
Table 3.3 Means and Standard Deviations of the Five Least Frequently Used Learning Strategies.....................................42
Table 3.4 Independent-sample t-Test Results of Gender Differences in Strategy Use, Multiple Intelligences, and Attitude.......................43
Table 3.5 MANOVA Test Results of Gender Differences in the Use of Strategies in Different Categories.........................................44
Table 3.6 Pearson Correlations between Strategy Use, Multiple Intelligences, and Learning Attitudes..........................................44
Table 4.1 Students’ Scores on Strategy Use, Multiple Intelligences, and Attitudes.......................................................48
Table 4.2 Five Most Frequently Used Learning Strategies by Males, Females, and the Full Sample.............................................50
Table 4.3 Five Least Frequently Used Learning Strategies by Males, Females, and the Full Sample.............................................52
Table 4.4 MANOVA of Gender Differences in Overall Strategy Use, Multiple Intelligences,and Learning Attitudes............................54
Table 4.5 MANOVA of Gender Differences in the Use of Different Strategies
................................................................54
Table 4.6 Pearson Correlations between Strategy Use, Multiple Intelligences, Learning Attitudes, and Years of Learning the Language
................................................................56
Table 4.7 Pearson Correlations between Student Scores on Six Strategy Categories, Multiple Intelligences, and Learning Attitudes......57
Table 4.8 Distribution of Positive Learning Attitudes...........58
Table 4.9 Means and Standard Deviations Indicating Strategy Use of the Sample by Different Degree of Positive Learning Attitudes..............58
Table 4.10 MANOVA in the Strategy Use by Students at Different Degree of Positive Learning Attitudes.....................................60
Table 4.11 The Five Most Frequently Used Learning Strategies by High-PLA Students........................................................61

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