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研究生:許銘裕
研究生(外文):Ming-Yu Mike Hsu
論文名稱:中台灣國小學童英語學習策略使用研究
論文名稱(外文):EFL leaning in the Language Learning Strategy Use by Elementary school Students in Central Taiwan
指導教授:何東憲何東憲引用關係
指導教授(外文):Tung-Hsien He
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2006
畢業學年度:95
語文別:中文
論文頁數:86
中文關鍵詞:語言學習策略性別英語學習年數
外文關鍵詞:Language Learning StrategyGenderYears of Study
相關次數:
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本研究旨在探究國小學生英語學習策略使用情形及影響學生學習策略使用選擇之外在變因。除運用問卷調查學生英語學習策略使用情形外,同時也探討外外變項如性別、學習年數、校外學習經驗及不同縣市間的英語學習策略使用有無差異。本研究自台灣中部地區共五個縣市中取樣七百四十名六年級學生,施以語言學習策略量表(SILL)問卷調查,從中了解台灣中部國小學生英語學習策略情形外,並分析英語學習策略與上述外在變因是否在學生使用策略上有無顯著差異。

經由問卷分析統計後,本研究所得結果如下:

(一)台灣中部地區國小學生於學習英語時偶而使用或很少使用英語學習策略。
(二)台灣中部地區國小學生在英語學習策略的使用上無性別差異。
(三)台灣中部地區國小學生使用英語學習策略有著學習年數上的顯著差異,學習年數在四年以上學生較四年以下學生使用較為頻繁。
(四)台灣中部地區國小學生的校外學習經驗在英語學習策略的使用上有顯著差異,校外學習經驗較多的國小學生較常使用英語學習策略。
(五)不同縣市地區的學生在使用英語學習策略有著顯著差異,愈都市化的地區有著較高的英語學習策略使用頻率。

最後,研究者除依分析結果提出本研究之結論及研究限制外,謹提供教育上可行措施及研究建議供其他研究者參考。
The purpose of this study is to explore elementary school students’ language learning strategies use as well as test external variables affecting the choice of language learning strategies. In addition to surveying elementary school students’ language learning strategies, the study tested external variables such as gender, years of learning as a function of learning, outside learning experience, and district distributions as well. Particpants included 740 sixth graders from five counties in central Taiwan who took the Strategy Inventory of Language Learning Strategies (SILL); the finding revealed the strategies used by elementary school students.
Results from questionnaire were analyzed using an independent sample t-test and a one-way ANOVA. The findings are as follow:
(1)Elementary school students in central Taiwan demonstrated a medium to low frequency use of language learning strategies.
(2)No gender difference was found in elementary school students’ language learning strategies use.
(3)Elementary school students showed significant differences in their language learning strategies use in terms of years of learning. Students who had more than four years of learning experiences displayed significant differences from those of fewer than four years.
(4)Significant differences were found in elementary school students’ language learning strategies in outside learning experiences; more experienced students tended to use language learning strategies frequently.
(5)Municipal elementary school students were better at use language learning strategies in comparison to those of rural ones, and districts adjacent to urban areas also showed a better performance in language learning strategies use.
Conclusions and limitations of the current research as well as pedagogical implications and suggestions for further research are provided.
TABLES OF CONTENTS
CHAPTER I INTRODUCTION
Background………………………………………………… ………………….1
Research Questions………………………………………… ………………….7
Significance of the Study……………………………………………………….7
Definition of Terms………………………………………… ………………….8
CHAPTER II LITERATURE REVIEW
The Good Language Learners………………………………….………………10
Definition of Language Learning Strategy..........................................................13
The Importance of Language Learning Strategies..............................................16
Typologies of Language Learning Strategies…………………………………..18
Variables Affecting Language Learning Strategies’ Choice.………………......25
Past Studies in Taiwan….….……………………………………………….….31
CHAPTER III METHOD
Pilot Study………………………………………………….…………………...35
Main Study ………………………………………………….………………….36
Instrument………...…………………………………………….……………….38
Data Collection……………………………………………….…………………40
Data Analysis…………………………………………………..………………..41
CHAPTER IV RESULTS AND DISCUSSIONS
Elementary School Students’ LLS Use…………………………..……………..43
Gender Difference……………………………………………….……………...46
Years of Learning…………………………………………………..…..……….50
After School learning experience…………………………..…………….……..64
Elementary School Students’ LLS Use in terms of District Distributions.……..59
CHAPTER V CONCLUSION AND PEDAGOGICAL IMPLICATIONS
Elementary School Students’ LLS Use……………………………………64
Gender Difference…………………………………………………………65
Years of EFL Learning…………………………………………………….66
After School Learning Experience………………………………………...66
District Difference…………………………………………………………68
Pedagogical Implications……………………………………………………….68
Limitations of the Study………………………………………………………...70
Suggestions for Further Research………………………………………………71

REFERENCE………………………………………………………………………..73
APPENDIX………………………………………………………………………….81
viii
A. SILL…………………………………………………………………………81
B. Questionnaire………………………………………………………………..83
C. Answer Sheet………………………………………………………………...84
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台中市教育局。(民92)。 台中市國民小學學生學籍管理要點。www.tceb.edu.tw/WEB/a/public/1/b/b01.doc。94年2月21日造訪。
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