摘要
本研究以142名高职院校英语专业学生为研究对象,对他们所使用的英语学习策略以及学习策略与学习成绩的相关性进行了调查研究,利用SPSS11.0软件对统计数据进行分析。调查结果表明,学生使用频率最高的是补偿策略和元认知策略,情感策略和社会策略使用频率最低。相关和回归分析结果表明,只有认知策略和情感策略与学习成绩呈一定程度的相关性。
The present study is an attempt to investigate the use of language-learning strategies（LLS） and their correlations with the academic achievements of 142 English majors in a higher vocational college. The statistics are analyzed by SPSS11.0 Analysis indicates that compensation strategies and metacognitive strategies are used with the highest frequency, whereas affective strategies and communicative strategies with the lowest. In the further analysis of statistically significant correlation, only cognitive strategies and affective strategies are found to show certain correlations with the academic achievements.
出处
《广州城市职业学院学报》
2008年第2期82-86,共5页
Journal Of Guangzhou City Polytechnic
基金
广州城市职业学院教育教学研究项目"高职高专英语专业学生学习策略研究"的阶段性成果(JY2007024)
关键词
高职院校
英语专业学生
学习策略
学习成绩
Higher vocational colleges
English majors
language - learning strategies
academic achievements
