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研究生:鍾英慈
研究生(外文):Ying-tzu Chung
論文名稱:高中生語言學習策略選擇之研究
論文名稱(外文):Language Learning Strategy Choices of Senior High School Students
指導教授:黃聖慧黃聖慧引用關係張善貿張善貿引用關係龔慧懿龔慧懿引用關係
指導教授(外文):Sheng-hui HuangShan-mal ChangHui-i Kung
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:113
中文關鍵詞:語言學習策略高中生英語學習
外文關鍵詞:language learning strategiessenior high school studentsEnglish learning
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中文摘要
本研究之目的在於調查台灣高中生英語學習策略的選擇傾向。藉由MacIntyre於1994年所提出之社會心理模組之檢驗,以及調查學生在選擇或使用語言學習策略所遇到的困難及焦慮,來瞭解學生在選擇或使用語言學習策略的傾向為何。本研究的受測者為台灣中部地區178位高中二年級學生。研究方法主要為問卷調查法。
研究結果指出,MacIntyre於1994年提出的社會心理模組在預測台灣高中生的英語學習策略使用上效果並不良好;此模組僅預測到SILL(Oxford, 1989)問卷中50個語言學習策略的23個策略,平均預測力為53%。同時,研究結果也顯示,在社會心理模組中的四個變數,也就是對策略的認識,策略的有效程度,使用策略的困難度,以及使用策略所引起焦慮的程度,均與語言學習策略的使用頻率有顯著相關。而在這四個變數中,對策略的認識,使用策略的困難度,以及使用策略所引起焦慮的程度,在預測語言學習策略的使用上,預測力較策略的有效程度高。
此外,研究結果並顯示,學生對語言學習策略的不熟悉、英語能力的缺乏、外語學習環境、困窘的感覺、被動的學習態度以及沈重的課業壓力是引起學生在使用語言學習策略上主要的六項困難。在使用策略之前,使用策略期間以及使用策略之後均有可能會引起焦慮。在使用策略之前,引起焦慮的原因可能是害怕犯錯及丟臉;在使用策略時,可能引起焦慮的原因為犯錯、丟臉、以及使用策略時所產生的不確定感;而使用策略之後,因使用策略不當所產生的負面影響,則為引起焦慮的可能原因。在論文最後,作者並進一步討論本研究在英語教學與語言學習策略訓練的應用及建議。
Abstract
Originating from the social-psychological model of MacIntyre (1994), the current study, with 178 senior high school Taiwanese students, aimed to locate the predictors of language learning strategy choices and examine the difficulties and anxieties encountered by the students when choosing or using language learning strategies. The research method employed was surveys. The researcher first tested the social-psychological model, and the difficulties and anxieties in choosing or using language learning strategies were then investigated. The results of the test of the model indicated that the predictability of the social-psychological model was relatively weak; it predicted 23 out of 50 learning strategies in the SILL (Oxford, 1989), with an average predictability of 53%. Significant correlation coefficients, however, were found between the strategy use frequency and the four social-psychological variables, knowledge, effectiveness, difficulty and anxiety. Moreover, the variables, knowledge, difficulty, and anxiety, were stronger predictors than the variable effectiveness in accounting for the strategy use frequency.
Among the various difficulties encountered by the participants when applying language learning strategies, there were six difficulties reported by most of the participants. They were the unfamiliarity of language learning strategies, the requirement of English ability, the EFL language learning environment, the feeling of being embarrassed, the passive learning attitude, and the heavy academic load from school. It was shown that anxieties would be raised before, during, and after the application of language learning strategies. Possible factors that caused anxieties before using a strategy were the fear of making mistakes and getting embarrassed. When using a strategy, the fact of making mistakes and getting embarrassed, and the feeling of uncertainty when using a strategy were the possible factors that raised anxieties. Anxieties were also raised because of the negative feelings after applying learning strategies. At the end of the study, pedagogical implications and suggestions based on the results at senior high school Taiwanese students were provided.
TABLE OF CONTENTS
Page
ABSTRACT (CHINESE) I
ABSTRACT (ENGLISH) III
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VII
LIST OF TABLES X
LIST OF FIGURE XI
CHAPTER ONE 1
INTRODUCTION 1
Background 1
Purpose 2
Research Questions 3
Rationale 4
Significance 6
Definitions of Terms 7
CHAPTER TWO 9
LITERATURE REVIEW 9
The Importance of Language Learning Strategies 9
Variables Affecting Language Learning Strategy Use 11
Studies in the ESL Environment 11
Studies in the EFL Environment 12
Studies in Taiwan 15
Brief Summary 19
CHAPTER THREE 20
METHODOLOGY 20
Research Design 20
Pilot Study-Predictability of the Model and the Four Variables 21
Participants 23
Instrumentation 23
Questionnaire for Quantitative Data 24
Questionnaire for Qualitative Data 26
Data Collection 28
Data Analysis 29
Procedure for Quantitative Data Analysis 29
Procedure for Quantitative Data Analysis 30
CHAPTER FOUR 31
RESULTS AND DISCUSSION OF THE TEST OF THE SOCIAL-PSYCHOLOGICAL MODEL 31
Results of the Test of the Social-psychological Model 31
The Predictability of the Social-psychological Model─From the General View of the Whole Model 31
The Predictability of the Social-psychological Model─From the Specific View of the Four Variables 37
Discussion of the Results in the Test of the Model 43
The Predictability of the Social-psychological Model 43
Significant Relationship Between the Frequency of Strategy Use and the Four Variables 46
Brief Summary 47
CHAPTER FIVE 49
RESULTS AND DISCUSSION OF THE INVESTIGATION OF DIFFICULTIES AND ANXIETIES 49
Results of the Investigation of Difficulties and Anxieties 49
Difficulties 49
Anxieties 58
Discussion of the Investigation of Difficulties and Anxieties 67
Difficulties 67
Anxieties 70
Brief Summary 72
CHAPTER SIX 74
CONCLUSION AND PEDAGOGICAL IMPLICATIONS 74
Conclusion 74
Pedagogical Implications 75
Limitations of the Study 77
Suggestions for Future Research 77
REFERENCES 79
APPENDIX 1 84
APPENDIX 2 93
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