摘要
该文对全国高校601名西班牙语专业四年级在校生进行问卷调查和结构方程建模,对学习者的西语学习策略、语言能力和课堂外语学习环境之间的关系进行了探索性因素分析。研究发现,对于非英语外语专业学生,元认知策略在学习策略中处于核心地位,课堂内浸入式的外语学习与学习成绩没有显著的相关性,而外籍教师授课可以显著提升学生的社交情感策略能力。结果还证明计算机辅助外语教学(Computer-Assisted Language Learning,CALL)视域内的统计软件应用可以支持学习者研究、测试评估、学习环境建设和教学设计环节,是推动外语教育发展的催化剂。
This current study made statistical analysis with SEM complemented with questionnaire to 601 fourth year undergraduate students majoring in Spanish, in regard to their language learning strategies, language ability and language context in classroom settings. The final results showed that, the metacognitive strategy plays an important part among all the learning strategies. The use of metacognitive strategies has a positive significant effect on their language ability, cognitive strategy use and social/affective strategy use. Teaching in Spanish by foreign teachers in China has improved significantly their social/affective strategy use. The results also indicated that Computer-Assisted Language Learning （CALL） especially the application of statistical software, makes more effective the integration of the study of learners, assessments, learning context and teaching. CALL is a catalyst of the development of language education.
出处
《中国电化教育》
CSSCI
北大核心
2015年第10期120-124,132,共6页
China Educational Technology
基金
教育部人文社会科学研究项目青年基金项目"下一代信息技术支持的教育技术实践监控与评价"(项目编号:11YJC880159)
中央高校基本科研业务费专项资金资助项目"高校西班牙语专业八级水平测试新题型设计及效度论证研究"(项目编号:2015JJ010)
北京外国语大学教改研究项目"认知诊断测试在高校西班牙语阅读课中的应用研究"资助
