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研究生:陳憶如
研究生(外文):I-Ju Chen
論文名稱:技職院校學生英語能力高及低者英語學習策略之研究
論文名稱(外文):Language Learning Strategies Used by High and Low English Proficiency Students in a Technology College
指導教授:黃聖慧黃聖慧引用關係
指導教授(外文):Sheng-hui Huang
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:188
中文關鍵詞:英語學習策略技職院校學生英語能力高的學生英語能力低的學生
外文關鍵詞:language learning strategiestechnology college studentshigh English proficiency studentslow English proficiency students
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摘 要
本研究旨在於探討技職院校英語能力較高的學生與英語能力較低者之英語學習策略使用狀況,並期能找出英語能力高及較低者英語學習策略使用方法不同之處。本研究以276位台灣中部某技職院校之企管科、資管科、國貿科、商文科、銀保科、財金科二技一年級之學生為對象,並採行質與量並用之方法, 進行語言學習策略之問卷施測。另擇12位英語能力高組別的學生及12位英語能力低組的學生接受學生訪談。
研究結果顯示,英語能力較高的學生使用學習策略頻率顯著高於英語能力較差的學生。在六大類語言學習策略類型中,英語能力較高及較低者皆最常使用補救策略。英語能力較高者最少使用記憶策略,而英語能力較低者最少使用認知策略。 另外, 英語能力較高的學生與英語能力較低的學生在六大類語言學習策略之頻率的使用上有顯著的差異存在。 英語能力較高的學生使用39項策略之頻率顯著高於英語能力較低者。除了上述策略頻率使用上的不同之外,英語能力較高的學生與英語能力較低者在某些策略的使用方法上亦有不同。本研究建議老師宜鼓勵英語能力較低的學生使用學習策略,並同時教導她們如何使用學習策略。本研究最後並進一步提供英語教學上之應用與未來研究之建議。
關鍵詞: 語言學習策略,技職院校學生,英語能力高的學生,英語能力低的學生
ABSTRACT
This study aimed to investigate language learning strategies used by high and low English proficiency students at the technology college level and to find out differences between high and low English proficiency technology college students in terms of the use of language learning strategies. A total of 276 freshmen from the departments of Business Administration, Information Management, International Trade, Secretarial Science, Banking Insurance, and Finance in one technology college in central Taiwan participated in this study. Both quantitative and qualitative methods were used to study differences in use of strategies between these two groups of students. The participants self-reported their frequency of strategy use on the Strategy Inventory for Language Learning (Oxford, 1989). Furthermore, student interviews with a random sample of twelve high English proficiency students and twelve low English proficiency students were used in this study.
The results showed that students with high English proficiency reported higher frequency of use of language learning strategies than did low English proficiency students. Both high and low English proficiency students used compensation strategies most frequently. However, high English proficiency students seldom used memory strategies; low English proficiency students employed cognitive strategies the least frequently. Moreover, significant differences between high and low English proficiency students were found in frequency of use of memory, cognitive, compensation, metacognitive, affective and social strategies. Specifically, it appeared that high English proficiency students used 39 strategies significantly more frequently than low English proficiency students. In addition to differences in frequency of use of language learning strategies, differences were also found in the ways high and low English proficiency students used some strategies. The findings of this study suggested teachers should not only encourage low English proficiency students to use language learning strategies, but also inform them of the ways to use the strategies. Pedagogical implications and suggestions for further research were provided at the end of the study.
Key words: language learning strategies, technology college students, high English proficiency students, low English proficiency students
TABLE OF CONTENTS
ABSTRACT (English)……………………………………………… i
ABSTRACT (Chinese)…………………………………………… iii
ACKNOWLEDGEMENT………………………………………………… iv
TABLE OF CONTENTS……………………………………………… vi
LIST OF TABLES………………………………………………… viii
CHAPTER ONE INTRODUCTION
Background and Rationale………………………… 3
Purposes of the Study …………………………… 8
Research Questions………………………………… 8
Significance of the Study………………………… 9
Definitions of Terms……………………………… 10
CHAPTER TWO REVIEW OF LITERATURE
An Overview of Language Learning Strategies… 13
The Definitions of Language Learning Strategies.13
The Importance of Language Learning Strategies…16
The Historical Development of the Studies on the
Second/Foreign Language Learning Strategies ……18
The Classifications of Language Learning
Strategies…………………………………………………19
Research on the Language Learning Strategies Used
by Good Learners…………………………………………22
Research on the Strategies Used by High and Low
Proficiency Language Learners……………………… 24
EFL Technology College Education in Taiwan………32
Programs and Subfield.…………………………………32
Educational Goals and Curriculum……………………33
General Teaching Principles………………………… 34
English Teaching in Technology Colleges……………… 35
CHAPTER THREE METHODOLOGY
Participants………………………………………… 36
Instrumentation……………………………………… 38
Students’ Proficiency Criterion………………… 38
The Strategy Inventory for Language Learning … 39
Student Interviews…………………………………… 41
Pilot Study…………………………………………… 44
Data Collection Procedure………………………… 47
Data Analysis………………………………………… 50
CHAPTER FOUR RESULTS
Demographic Information Concerning the
Participants……………………………………………51
Results from the Strategy Inventory for Language
Learning…………………………………………………52
High and Low English Proficiency Students’ Use
of Overall Language Learning Strategies……… 52
High and Low English Proficiency Students’ Use of
Six Categories of the SILL Questionnaire………53
High and Low English Proficiency Students’
Use of Individual Strategies………………………54
Strategies with High and Low Frequency of
Usage…………………………………………………… 60
Differences in Learning Strategy Categories Between
High and Low English Proficiency Students…… 65
Differences in Individual Strategies Between High
and Low English Proficiency Students……………66
The Interview Results……………………………… 72
Memory Strategies……………………… 72
Cognitive Strategies…………………… 78
Compensation Strategies……………… 84
Metacognitive Strategies……………… 88
Affective Strategies…………………… 94
Social Strategies……………………… 99
CHAPTER FIVE DISCUSSION AND CONCLUSION
Summary and Discussion of the Major
Findings…………………………………………………104
The Language Learning Strategies Used by High
and Low English Proficiency Students………… 104
Use of Six Categories of Language Learning
Strategies…………………………………………… 104
Strategies with High Frequency of Usage……… 114
Strategies with Low Frequency of Usage…………118
Differences in Use of Language Learning Strategies
Between High and Low English Proficiency
Students ……………………………………………… 123
Differences in Use of Six Categories of Language
Learning Strategies………………………………… 123
Use of Individual Strategies…………………… 128
Statistically Significant Differences Between
High and Low English Proficiency Students in
Use of Individual Strategies………………………128
Statistically Insignificant Differences Between
High and Low English Proficiency Students in use
of Individual Strategies………………………… 137
The Validity of the SILL questionnaire…………143
Pedagogical Implications. …………………………145
Limitations of the Study. …………………………148
Suggestions for Further Studies. ……………… 149
REFERENCES. ……………………………………………………… 151
APPENDICES. ……………………………………………………… 162
Appendix 1 The Strategy Inventory for Language
Learning (English version)……………………… 162
Appendix 2 The Strategy Inventory for Language
Learning (Chinese version)……………………… 167
Appendix 3 Student Interview Questions
(Chinese version)…………………………………… 174
Appendix 4 Sample of Student Interview Transcription
(A High English Proficiency Student)……………176
Appendix 5 Sample of Student Interview Transcription
(A Low English Proficiency Student)…………….184
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