臺灣博碩士論文加值系統

本研究聚焦在小學生英語學習策略使用之調查上，以及英語學習策略使用與其英語學習成就之關係。共51位學生填寫Oxford (1990)的語言學習策略問卷，受試者包含了51位就讀於中部某國小的六年級小學生，為探討受試者使用英語學習策略的狀況及受試者英語學習策略使用與其英語成就高低之關係；他們已於正規教育體系中接受英語教育約有五年的時間了，他們皆為以英語為外語之學習者。問卷統計資料分析的工具為SPSS第22版本其中的描述性統計分析以及獨立樣本t檢定。問卷分析結果指出高分組(高成就)英語學習者在六大項英語學習策略分類的回答選項中的平均數皆高於低分組(低成就)英語學習者，除了社會策略以外。而在高分組與低分組當中最常使用的策略分別是後設認知策略與社會策略。問卷選項18 (閱讀英文文章時，我先大略瀏覽之後再進而回過頭去仔細閱讀。) 是唯一一個在高低成就組中有顯著差異性的英語學習策略，這指出了在學習英文時，略讀(瀏覽)技巧是相對重要的；學習者可以利用此策略技巧去提升自己的英文能力。另一方面，教師在教授英文時，可以多著重於此策略技巧的教學。關於受試者英語學習策略使用與其性別的關係，有七個有顯著性差異的英語學習策略選項。整體來說，女性在使用學習策略上一般比男性還要高(還要常使用)。期望此研究的結果能夠帶給國小英語教學環境些許啟示。

The research focused on an investigation of elementary school students’ use of English learning strategies and its relationships between their English learning strategy use and their English learning achievement. A questionnaire (Oxford, 1990a), Strategy Inventory for Language Learning (SILL) was distributed to the 51 participants to examine the participants’ English learning strategies and the relationship between their English learning achievements and their strategy use. Participants included 51 sixth graders in one elementary school in central Taiwan. They have studied English as a foreign language in formal school settings for about five years. Statistical analyses were performed using SPSS software (version 22) and data analyses consisted of descriptive statistics and independent sample t-test. Results indicated that the mean scores among the six strategies categorizations of the high achievers were higher than the low achievers except social strategies. Also, the participants with high English learning achievement and low English learning achievement applied metacognitive strategies and social strategies most respectively. For item 18 of cognitive strategies, I first skim an English passage (read over the passage quickly) then go back and read carefully, it is the only significant item between the participants’ English learning strategy use and their English learning achievements. It indicates that the skimming skill is relatively crucial when learning English; learners can make use of this kind of strategy to upgrade and improve their English ability; on the other hand, when teaching English, teachers are supposed to put more focus on teaching the skill of skimming to their students.
As for participants’ English learning strategy use and the genders, it revealed that there are seven significant items between the participants’ English learning strategy use and their genders. To sum up, females own higher frequency in using strategy than males generally. It is expected that the results of the current study can provide some implication for elementary school English teaching and learning.

ACKNOWLEDGEMENTS i
CHINESE ABSTRACT iii
ENGLISH ABSTRACT iv
CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 3
1.3 Purpose of the Study 4
1.4 Research Questions 4
1.5 Significance of the Study 5
1.6 Definitions of Terms 5
CHAPTER TWO LITERATURE REVIEW 7
2.1 Language Learning Strategies 7
2.1.1 An Outline of Strategy Use 8
2.1.2 Categorizations of language learning strategies 11
2.1.3 Practical roles of language learning strategies 14
2.1.4 Gender and Strategy Use 14
2.1.5 English Learning Achievement and Strategy Use 15
2.2 English Learning Strategies 16
2.2.1 Classifications of language (second/foreign) learning strategies 16
2.2.2 Definitions of language learning strategies 20
2.2.3 Rating instruments of language learning strategies 22
2.3 Studies on English Learning Strategies 25
2.3.1 In the global setting 25
2.3.2 In Taiwan’s setting 30
CHAPTER THREE METHODOLOGY 39
3.1 Research Setting and Participants 39
3.1.1 Research Setting 39
3.1.2 Participants 39
3.2 Research Instrument 40
3.3 Data Collection Procedures 42
3.4 Data Analysis 42
CHAPTER FOUR RESULTS AND DISCUSSION 43
4.1 The Results of English Learning Strategy Use by the Participants 43
4.1.1 The Descriptive statistics of English Learning Strategy Use by the participants 43
4.1.2 English Learning Strategy Use by the participants 46
4.2 The Participants’ English Learning Strategy Use and their English Learning Achievements 47
4.2.1 The Relationship between the Participants’ English Learning Strategy Use and their English Learning Achievements 49
4.2.2 Frequency of English Learning Strategy Use 50
4.2.3 The Significant Relationship between the Participants’ English Learning Strategy Use and their English Learning Achievements 54
4.3 English Learning Strategy Use and the Genders 56
CHAPTER FIVE CONCLUSION 60
5.1 Summary of the Main Findings 60
5.2 Pedagogical Implications 62
5.3 Limitations of the Study 65
5.4 Suggestions for Future Study 65
REFERENCES 66
APPENDICES 83
Appendix A 83
Appendix B 89

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