臺灣博碩士論文加值系統

此研究旨在探討台灣國小學生英文學習策略之使用。七項自變項包括性別、居住地、父親的教育程度、母親的教育程度、父親的職業、母親的職業，以及學生開始學習英文的年齡，和語言學習策略之間的關係。這份研究提供台灣小學生語言學習策略使用之概況，將有助於教育工作者和決策者規畫一個較具激勵性與更有效率的小學教育環境。

此研究對象有六十八個男生和五十五個女生，共一百二十三位國小六年級學生參與。其中有六十一位學生來自都市（台中市），而六十二位來自鄉村（彰化縣）。

所有學生皆完成了兩部分的問卷。第一部分的問卷收集了有關自變項的統計數據，而第二部分則是1990年R. Oxford的語言學習策略量表。量化分析採用SPSS（第十九版）進行分析。描述性統計以及多變項分析做為資料統計。

本研究結果為學生在學習英文時使用中等（有時如此2.5-3.4）的學習策略頻率。記憶策略最為常用，而認知策略使用頻率最少。女學生對於學習策略之應用高於男學生。早學習英文者運用學習策略的頻率明顯比晚學習者多。然而，住在都市與鄉村的國小六年級學生在學習英文時所使用之學習策略並無明顯差異性。七自變項中──年齡、父親的教育程度、母親的教育程度、父親的職業，以及開始學習英文年齡與學生使用學習策略有顯著影響。

本研究顯示出台灣國小六年級學生英文學習策略使用之一般概況，提供未來相關教育者可參考本調查以增進學生對語言學習策略使用。

This study was designed to explore Language Learning Strategy Use (LLSU) of English as Foreign Language (EFL) elementary school students in Taiwan. The study analyzed the relationships between seven independent variables (gender, location, father’s education, mother’s education, father’s occupation, mother’s occupation, and starting age of learning English) and LLSU. The study provides a general review of the LLSU of elementary students in Taiwan, which will assist educators, policy makers, parents and students in creating a more stimulating and effective English educational environment for elementary school students.

One hundred and twenty-three participants took part in the study. All of the participants were from grade six. Sixty-eight boys and 55 girls participated in the study. Sixty-one of the participants were from an urban area (Taichung city) while 62 were from a rural area (Changhua county). All of the participants completed a two-section questionnaire. The first part of the questionnaire gathered demographic data regarding the independent variables, while the second part was a Chinese translated version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Quantitative analysis was conducted using Statistical Package for the Social Sciences (SPSS) version 19. Descriptive statistics as well as analysis of variance (ANOVA) and Multivariate analysis of Variance (MANOVA) tests were conducted to analyze the data.

The results showed that there is medium overall strategy use among the participants. The most frequently used strategy category was the memory category, while the least frequently used strategy category was cognitive. Girls used strategies more frequently than boys. Those who started learning English earlier tended to use strategies more frequently than learners who started learning English later. However, there is no significant difference in LLSU between urban (Taichung city) and rural (Changhua county) locations. In other words, the results reveal that the participants in sixth grade in Taichung and Changhua used the same amount of LLS. Five of the seven variables had a significant impact on overall strategy use, gender, father’s education, mother’s education, father’s occupation, mother’s occupation and starting age of learning English.

This study investigated the LLSU of elementary aged EFL learners in Taiwan. Results offer a general view of the LLSU of these participants. The stakeholders can employ the findings to increase the effectives of Language Learning Strategy use in the future.

ENGLISH ABSTRACT iv
CHINESE ABSTRACT vi　　　　　　　　　　　　　　　　 　　　　　　　　　　　
ACKNOWLEDGEMENTS viii　　　　　　　　　　　 　
TABLE OF CONTENTS ix　　　　　　　　　 　　　　
LIST OF TABLES xiii　　　　　　　　　　　　
CHAPTER I. INTRODUCTION 1　　　　　　　　　　　　　　　　　　　　　　　　　　　
1.1 Introduction 1　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　　　 　 　　　
1.2 Background of Research 2　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　 　 　　　
1.3 Purpose of the Research 3　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　 　 　　　
1.4 Significance of the Research 4　　　　　　　　　　　　　　　 　 　
1.5 Research Objectives and Questions 5　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　 　 　　　
1.5.1 Research Objectives 5　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　 　 　　　
1.5.2 Research Questions 6　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　 　 　　　
1.6 Definition of Terms 6　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　 　 　　　
1.7 Summary of Chapter One 7　　　　　　　　　　　　　　　 　　　 　　　　　　　　　　　　　 　 　　　
CHAPTER II. LITERAUTRE REVIEW 9 　 　　　 　　　　　　　　　　
2.1 Introduction 9　　　　　　　　　　　　　　　 　　 　 　　　　　　　　　　　　　 　 　　　
2.2 Definitions of Learning Strategy 9　　　　　　　　　　　　　　　　 　 　
2.2.1 Background on Language Learning Strategy Research 10　　　　　　　　　　　　　　 　 　　　
2.2.2 Classifying Language Learning Strategies 11　　　　　　　　　　　　　　　 　 　　　　　　
2.2.3 Research on Good Language Learners 16　　　　　　　　　　　　　　 　 　　　　　　
2.2.4 The Relationship between Good Language Learners and Language Learning Strategies 17　　　　　　　　　　　　　　2.3 Factors Affecting Language Learning Strategies Use 18　　　　　　　　　　　　　　 　 　　　　　
2.3.1 Gender Differences 18　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　
2.3.2 Age 19　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　
2.3.3 Urban versus Rural Area 20　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　
2.3.4 Educational and Professional Background of Parents 21　　　　　　　　　　　　 　 　　　　
2.3.5 Age of First Starting English Language Learning 21 　 　　　　　　　　　　　　 　 　　　　
2.4 Language Learning Strategies on Taiwanese Elementary Learners 22　　　　　　　　　　　　　　　　　　　　 　 　　　　
2.5 Summary of Chapter Two 24　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　
CHAPTER III. METHODOLGY 26　　　　　　　　　　　　　　　　　　　　　　　　　　　　
3.1 Introduction 26　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　　
3.2 The Quantitative Research Tradition 26　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　　　
3.2.1 The Strengths of the Quantitative Research Tradition 27　　　　　　　　　　　　　　　　 　 　　　　　　　
3.2.2 The Weakness of the Quantitative Research Tradition 27　　　　　　　　
3.3 Research Design 28　　　　　　　　　　　　　　　　　　　　　　　　
3.3.1 Research Participants 28　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　
3.3.2 Instrumentation 29 　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　　　 　 　　　　　　　
3.4 Research Questions of the Current Study 29　　　　　　　　　　　　　　　　
3.5 The Instrumentation of the Current Study: Oxford’s Strategy Inventory for Language Learning 30　　　　　　　　3.5.1 Validity and Reliability of the Instrument 33　　　　　　　　　　　　　　　　　　 　 　　　　　
3.6 Data Collection 34　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　
3.6.1 Data Collection Procedure 34　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　
3.7 Data Analysis Procedure 36　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　
3.8 Summary of Chapter Three 36　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　
CHAPTER IV. DATA ANALYSIS AND FINDINGS 37　　　　　　　　　　　　
4.1 Results of Research Question One 37　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　
4.1.1 Comparison between the Current Study and Previous Studies 38 　　　　　　　　　　　
4.2 Results of Research Question Two 39　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　
4.3 Results of Research Question Three 43　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　
4.3.1 Differences in Overall Strategy Use 44　　　　　　　　　　　　　　　　　　　　 　 　　　
4.3.1.1 Gender 44　　　　　　　　　　　　　　　　　　　　　　　　
4.3.1.2 Location 45　　　　　　　　　　　　　　　　　　　　　　　　
4.3.1.3 Education of Father 45　　　　　　　　　　　　　　　　　　　　　　　　
4.3.1.4 Education of Mother 46　　　　　　　　　　　　　　　　　　　　　　　
4.3.1.5 Father’s Occupation 47 　　　　　　　　　　　　　　　　　　　　　　　　
4.3.1.6 Mother’s Occupation 48　　　　　　　　　　　　　　　　　　　　　　　　
4.3.1.7 Age of First Starting Learning English 49　　　　　　　　　　　　
4.3.2 Differences in the Use of Six Strategy Categories 50　　　　　　　　　　　　　　　　　　　　
4.3.2.1 Gender 51　　　　　　　　　　　　　　　　　　　　　　　　
4.3.2.2 Mother’s Education 51　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　
4.3.2.3 Starting Age of Learning English 52　　　　　　　　　　　　　　　　
4.4 Results of Research Question Four 53　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　
4.4.1 Gender 54　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　
4.4.2 Location 55　　　　　　　　　　　　　　　　　　　　　　　　
4.4.3 Father’s Education 55　　　　　　　　　　　　　　　　　　　　　　　
4.4.4 Mother’s Education 56　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　
4.4.5 Father’s Occupation 57　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　
4.4.6 Mother’s Occupation 58　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　
4.4.7 Age of Starting Learning English 58　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　
4.5 Summary of Chapter Four 59 　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　
CHAPTER V. DISCUSSION, LIMITATIONS AND IMPLICATIONS 62　　　　　　　　　　　　　　　　　　　　　　　　
5.1 Discussion 62　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　
5.1.1 The Broad Profile of the Overall Strategy and for Each of the Six Strategy Categories 62　　　　　　　　　　　5.1.2 Comparison the Use of Strategy Item 66　　　　　　　　　　　　　
5.1.3 The Impact of the Independent Variables 71　　　　　　　　　　　　　　　　　　
5.1.4 Conclusion for the Discussion 72　　　　　　　　　　　　　　　　　　
5.2 Limitations of the Study 73　　　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　
5.2.1 Sampling Limitations 73　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　　　　　　　
5.2.2 Methodological Limitations 74　　　　　　　　　　　　　　　　　　
5.3 Implications 74　　　　　　　　　　　　　　　　　　　　 　 　　　　　　　　　　　　　　　　　　　
5.3.1 English as a Foreign Language Educators and Policy Makers 74　 　 　　　　　　　　　　　　　　　
5.3.2 English as a Foreign Language Learners 75　　　　　　　　　　　　　　　　　　　　　　　　
5.3.3 English as a Foreign Language Educators 75　　　　　　　　　　　　　　　　　　　　　　
5.3.4 For Parents and Caregivers 76　　　　　　　　　　　　　　　　　　　
5.4 Summary of Chapter Five 76　　　　　　　　　　　　　　　　　　　　　　　　　　　　
REFERENCES 77　　　　　　　　　　　　　　　　　　　　　　　　　　　　
Appendix A: Definitions of Learning Strategy 86　　　　　　　　　　　　　　
Appendix B: Questionnaire 88　　　　　　　　　　　　　　　　　　　　　　　　　　　　
Appendix C: The Strategy Inventory for Language Learning, ESL/EFL Version 7.0 (English version, Oxford, 1990) 91 Appendix D: Means of Strategy Items 95　　　　　　　　　　　　　　　　　　　　　　　　　　　　
Appendix E: Most and Least Used Strategy for Each Category 97　　　　　　　　　　　　　　
Appendix F: ANOVA with Location Impacted on Overall and Six SCs 99　　　　　　
Appendix G: ANOVA with Mother’s Occupation Impacted on Overall and Six SCs 100　　　　　　　　　　　　　　　　　　　　　　　

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