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研究生:林姿菁
研究生(外文):tzu-ching Lin
論文名稱:科技大學學生英語學習策略和英語學習信念
論文名稱(外文):EFL technological university students' use of language learning strategies and beliefs about language learning
指導教授:陳怡真陳怡真引用關係
指導教授(外文):i-chen Chen
學位類別:碩士
校院名稱:南台科技大學
系所名稱:應用英語系
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:2006
畢業學年度:94
語文別:中文
中文關鍵詞:英語學習策略英語學習信念科技大學學生
外文關鍵詞:language learning strategiesbeliefs about language learningtechnological university students
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本研究目的在於探討:(1)科技大學學生之英語學習策略使用情形;(2)科技大學學生對於英語學習之信念;(3)科技大學學生的英語學習策略和英語學習信念之間的關係。共有380位南台科技大學四技部的大一新生參與本研究。有效樣本數為353人。主要研究工具為「語言學習策略量表」以及「語言學習信念量表」,並以SPSS統計軟體處理分析及比較。
研究結果顯示科技大學學生最常使用的英語學習策略是補償策略,其次是認知策略、社會策略、後設認知策略、情意策略、最後是記憶策略。而在英語學習信念方面,科技大學學生抱持著正面積極的英語學習動機。統計分析結果顯示科技大學學生的英語學習策略以及英語學習信念有相關性。最後,根據研究的結果提出教學上的建議。
The purposes of this study were to investigate: (1) EFL technological university students’ use of language learning strategies; (2) EFL technological university students’ beliefs about language learning; (3) the relationship between EFL technological university students’ language learning strategies and their beliefs about language learning. A total of 380 freshmen in Southern Taiwan University of Technology participated in this study. The final valid samples were 353 students. The present study used self-reported questionnaires which contained Strategy Inventory for Language Learning (SILL) and Beliefs about Language Learning Inventory (BALLI). Statistical package for the social sciences (SPSS) version 12.0 was used to analyze the data.
The results indicated that the language learning strategy category with the highest average frequency for EFL technological university students was compensation, followed by cognitive strategies, social strategies, metacognitve strategies, affective strategies, and memory strategies. Concerning learners’ beliefs about language learning, EFL technological university students had positive beliefs about language learning, especially motivations and expectations about English learning. Besides, the statistic results showed that EFL technological university students’ use of language learning strategies were significantly related to their beliefs about language learning in some items. Furthermore, based on the findings, pedagogical implications and suggestions for further research were provided.
Chinese Abstract……………………………………………………………iv
English Abstract……………………………………………………………v
Acknowledgements……………………………………………………………vi
Table of Contents………………………………………………………..vii
List of Tables………………………………………………………………ix
List of Figures……………………………………………………………xi

Chapter 1:INTRODUCTION……………………………………………1
Background and Motivation……………………………………………1
Purposes of the Study…………………………………………………5
Research Questions……………………………………………………6
Significance of the Study………………….……………………6
Definition of Terms………………….………………………………7
Limitations of the Study……………………………………………9
Organization of the Sudy……………………………………………9
Chapter 2:LITERATURE REVIEW…………...……………….…….11
Language Learning Strategies……………………………………11
Definitions ………………………….………………………………11
Classification…………………………………………………….…13
Model related to language learning strategies......18
Studies on language learning strategies……………........20
Beliefs about Language Learning…………………………………..24
Definitions…. …………………………………………………………..24
Studies and theories of beliefs about language learning…………….......25
The relationship between language learning strategies
and beliefs about language learning…………………………....31
Chapter 3:METHODOLOGY…………………….…….…………..….....35
Participants……………….....………………………………………………35
Instruments….……………………………………………………………....36
Data Collection……………….……………………………………………..40
Pilot study………………………………………………………………..40
Formal study……………………………………………………………..41
Data Analysis……………………………………………….………….…….43
Chapter 4:RESULTS AND DISCUSSIONS…………………………. 44
Results of the Strategies Inventory for Language Learning……44
Discussions………………………………………………………………59
Results of Beliefs about Language Learning Inventory…………….……….61
Discussions………………………………………………………………71
The Relationship between Language Learning Strategies and Beliefs about
Language Learning………………………………………………………......76
Discussions…………………………………………………….…………81
Chapter 5:CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS………………………………………….....…82
Conclusions…………………………………………………………….……82
Pedagogical Implications………………………………………………...….86
Suggestions for further research………………………………………...…..88

References .…………………………………………………………………...….89
Appendices ………………………………………………………………………97
Appendix A: The strategies inventory for language learning (SILL)
(English Version)…………………………………………………..97
Appendix B: The beliefs about language learning inventory (BALLI)
(English version)…………………………………………………..100
Appendix C: The participants’ background information questionnaire
(Chinese version)…………………………………………...……..102
Appendix D: The strategies inventory for language learning (SILL)
(Chinese version)…………………………………………….……103
Appendix E: The beliefs about language learning inventory (BALLI)
(Chinese version)……………………………………………...…..106
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