学习适应性与学习策略之实证研究——解读大学英语网络自主学习

An Empirical Study of Learning Adaptability and Language Learning Strategies——Interpreting College English Web-based Autonomous Learning

根据皮亚杰的发生认知论原理，通过对英语网络自主学习环境下适应良好和适应不良的60名大学新生的网络学习记录进行分析，该研究发现适应良好的学生在认知策略、元认知策略和社会情感策略的运用上都具有明显的优势，影响学生学习适应性的主要因素是学生的策略运用而不是其原有的学业基础，对学习策略的积极运用能提高学生的学习适应性和学业成绩水平。

Based on Piaget’s genetic epistemology, this paper analyses the online learning records of 60 freshmen who respectively fall into the categories of adapted and unadapted learners. The findings are that the adapted learners take a lead in the comprehensive use of cognitive, matacognitive and social/emotional strategies, and that the students’ adaptability proves to be attributed to their LLS use rather than their original academic proficiency. However, the positive use of LLS gives a rise to better adaptability and consequently better academic achievement.