非英语专业本科生与高职生学习策略差异研究

An investigation of the differences in language learning strategies between non-English major university students and polytechnic students

本研究采用Oxford（1990）编制的语言学习策略量表（SILL）对非英语专业438 名本科生和361 名高职生的学习策略进行了调查，并分析了这两类高校学生之间在学习策略的不同层面的异同及其学习策略的使用与性别、学习成绩的关系。研究结果显示，两类学生的补偿和元认知策略使用最多，社交和情感策略使用最少；女生在记忆、元认知和情感策略的使用上显著高于男生。高职生记忆、元认知、情感和社交策略的使用水平显著高于本科生；本科生的记忆策略、高职生的学习策略的所有6 个层面都与他们各自的学习成绩有统计上的正相关；记忆策略对本科生、元认知策略和认知策略对高职学生的英语水平测试成绩有一定的预测性。

The present study investigates the differences and similarities in the use of language learning strategies (LLS) between 438 non-English major university students and 361 non-English major polytechnic students and the correlations thereof with gender differences as well as their academic achievements in English by using SILL questionnaire (Oxford 1990). Results indicate that compensation and metacognitive strategies are used most， while social and affective strategies are used least in both groups. Significant gender differences exist in the use of memory， metacognitive and affective strategies with female students preferring to use these three strategies more frequently than male students. Polytechnic students use memory， metacognitive， affective and social strategies more frequently than university students; memory strategy used by university students and all six LLS employed by polytechnic students demonstrate significant correlation with English learning achievements in their respective groups; memory strategy is most predictive of English proficiency for university students， and the same is true with metacognitive and cognitive strategies for polytechnic students.