七年级学生英语词汇学习策略调查研究

总结梳理国外和国内关于英语词汇学习策略的研究。以江苏省盐城某初级中学七年级两个班的学生为研究对象，探究不同性别、不同英语水平的七年级学生在决定策略、社交策略、记忆策略、认知策略和元认知策略等五种英语词汇学习策略使用上的差异。结果显示：不同性别的学生在英语词汇学习策略的使用上不存在显著差异；不同英语水平的学生在英语词汇学习策略的使用上存在显著差异，即英语水平高的学生更偏向使用英语词汇学习策略；在五种英语词汇学习策略中，学生使用最多的是记忆策略，使用最少的是社交策略。     

高中生英语学习策略与成绩的相关研究

本研究运用《英语学习策略调查表》对浙江省四所高中的420名学生进行问卷调查,旨在了解高中生英语学习策略的使用情况,分析研究英语学习策略与学习成绩之间的关系。研究结果表明:总体上,男女学生在英语学习策略使用上不存在显著差异,但在情感策略和交际策略使用上差异明显;重点高中和普通高中学生使用元认知策略和情感策略差异显著;认知,元认知,情感和交际策略的使用和英语学业成绩呈现显著正相关。     

高中生英语学习策略与成绩的相关研究

本研究运用《英语学习策略调查表》对浙江省四所高中的420名学生进行问卷调查,旨在了解高中生英语学习策略的使用情况,分析研究英语学习策略与学习成绩之间的关系。研究结果表明：总体上,男女学生在英语学习策略使用上不存在显著差异,但在情感策略和交际策略使用上差异明显;重点高中和普通高中学生使用元认知策略和情感策略差异显著;认知,元认知,情感和交际策略的使用和英语学业成绩呈现显著正相关。     

元认知和情感策略对理工科大学生英语学习的影响

本文报告一项关于理工科大学生学习策略使用情况的调查。调查显示：理工科学生学习策略意识不强,使用策略不多。其次,学习策略的使用没有显著的水平差异和性别差异,但是高分组和低分组学生在元认知策略和情感策略方面有差异。另外,情感策略有性别差异。元认知策略和情感策略对于理工科大学生英语学习具有积极的影响,所以应当提高学生的学习策略意识,加强学生的策略的培训。     

大学新生英语语音学习策略调查

对广东大学新生进行了语音学习策略问卷调查和语音摸底测试,使用SPSS统计分析了大学新生的常用语音学习策略、学习策略与语音成绩的相关性和不同语音水平学生的学习策略差异。结果表明,记忆策略、认知策略、元认知策略、情感策略和社交策略与学生的英语语音成绩呈正相关,补偿策略与语音成绩没有显著相关性。不同语音水平学生在语音学习策略的使用上有显著性差异。     

论英语专业学生使用学习策略特点

采用Oxford编制的语言学习策略量表（SILL）对251名英语专业本科学生学习策略调查发现,他们在学习中最喜欢使用补偿策略,最不喜欢使用记忆策略,男大学生和女大学生在策略使用上没有显著差异,高年级学生和低年级学生的策略使用也无差异显示。     

莫桑比克大学生英语学习策略使用情况调查

利用Oxford语言学习策略量表（SILL）,调查莫桑比克大学生英语学习策略总体策略、六大类策略以及具体策略的使用情况,调查结果表明：学生最常用的策略是社会策略,最少用的是记忆策略,同时,发现在记忆策略和社会策略的使用上与中国学生存在差异。两国大学生英语学习策略使用存在差异与文化因素有关。     

非英语专业大一新生英语学习策略调查与定量研究

本研究对非英语专业大学一年级学生英语学习策略的使用情况进行了问卷调查,并就学习策略与英语成绩的关系进行了定量分析.结果表明:被调查学生英语学习策略的使用处于中等水平:六项学习策略与学生的英语成绩都存在统计意义上的相关性,其中元认知策略进入回归方程;高分组在六项学习策略上都与低分组存在显著差异,尤以认知策略和元认知策略突出;女生在元认知策略,社会策略及情感策略与男生存在显著差异.     

高职学生英语学习策略研究

调查发现高职学生学习策略使用水平明显不高,使用频率最高的是补偿策略,最低的是记忆策略;善学者与不善学者在认知策略和元认知策略方面差异显著。培养学生使用学习策略应该成为高职英语教学的任务;高职学生记忆策略使用最少,最频繁地使用补偿策略直接影响高职学生英语学习;培养学生学习策略也应该因人而异,不同的策略应该采用不同的方法。     

英语学习动机和学习策略的研究——对非英语专业高职学生的调查

本研究利用调查问卷和英语期末测试讨论了141名高职学生英语学习动机和学习策略使用的情况,学习动机、学习策略与学习成绩的关系。得出结论:高职生学习动机处于中等水平,有时使用学习策略;学习动机、学习策略与学习成绩具有相关性;学优生和学困生在学习动机和学习策略使用方面存在差异。记忆策略、认知策略、元认知策略差异尤为明显。     

Developing and evaluating a strategy for learning from animations

Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.     

Democratic Practices in a Constructivist Science Classroom

The constructivist learning approach is suggested as a means for facilitating students’ learning of science and increasing their participation in this learning. Several studies have shown the contribution of this approach to the different aspects of students’ learning of science, though little research has examined the contribution of this approach to the democratic environment of the science classroom. The present study attempted to do so. 34 grade 5 science students studied the energy unit of the science book using the V-shape strategy, and 38 grade 5 science students studied the same unit without using the strategy. The research results show that students who used the V-shape strategy had significantly higher scores in democratic practices than students who did not use the strategy. Moreover, the democratic practices in the science classroom were not influenced significantly by the independent variables (science ability, general ability, and preferred subject). The results of the current study also show that, in the experimental group, only the correlation between involvement and freedom was significant, while in the control group, all of the correlations among involvement, freedom, and equality were significant.     

高职生英语学习策略使用特征研究

基于Oxford提出的学习策略分类,本文以问卷词查形式,对广州民航职业技术学院和深圳职业技术学院的720名高职生(其中有效问卷672份)进行了英语学习策略现状的调查,并用SPSS进行了统计分析.结果表明:高职生在学习策略使用上频率一般,属"有时使用"程度;高职生与本科生在使用学习策略方面有较大的共性;高分组与低分组在使用学习策略方面存在显著差异;男生和女生除在记忆策略和社交策略使用上存在显著差异外,在使用其它学习策略上均无统计意义.     

越南留学生汉语学习策略与HSK成绩的关系

大多数越南留学生来华学习的目的是要通过HSK考试,进入中国高校进行学历阶段的学习。我们用SILL量表对其汉语学习策略进行了调查,并用SPSS软件分析了学生学习策略使用及其HSK成绩的数据,发现越南留学生在汉语学习策略的运用上不积极。把学生分为高、中、低分三组深入分析,结果高分组学生倾向于独立学习;中分组学生在学习策略使用上存在不确定性;低分组学生消极合作的学习策略影响他们取得好成绩。我们还就此分析结果对教师们提出了若干教学建议。     

英语专业新生词汇学习策略训练及其效果研究

选取英语专业新生作为研究对象,将他们按自然班级分为实验班和对照班,对实验班进行了英语词汇学习策略训练。通过词汇策略问卷和词汇水平测试等方式,分析学生训练前后在词汇策略使用和词汇测试成绩上的变化,旨在验证策略训练对学生词汇学习的有效性。结果显示：（1）实验班学生词汇后测成绩明显高于对照班学生,表明策略训练对学生词汇水平的提高是有效的。（2）实验班学生使用大部分受训策略的频率显著提高,表明训练对学生词汇策略的使用具有积极影响。     

A Study of the Influence of Some Factors in Style of Composition on the Interest,Comprehension, and Rate of Reading of Fourth-Grade Pupils

The research hypothesis was that memory strategy deficits can occur because of students' failure to understand the task and to evaluate their own performance. The effect of performance feedback on memory strategy use, performance evaluation, and recall was assessed with students with and without mild mental retardation with a mental age of approximately 8.5 years. For students with retardation, feedback resulted in more accurate performance evaluation and recall, but memory strategy use did not increase. By contrast, for students without retardation, feedback resulted in more accurate performance evaluation and greater recall accuracy and memory strategy use. We concluded that students with retardation may not have the appropriate memory strategies in their repertoire and, therefore, feedback does not result in strategy use. It seems likely that memory strategy use in this population would be increased by a training package that includes strategy instruction as well as feedback.     

高职英语专业学生听力焦虑、听力策略与听力水平的相关性研究

82名高职英语专业学生参加了英语听力焦虑问卷和英语听力策略问卷调查研究。研究发现,听力焦虑情绪在被调查的高职英语专业学生中普遍存在,大部分学生处于中低度焦虑状态。听力焦虑感与学生的听力水平呈负相关,与元认知策略的使用和认知策略的使用呈高度正相关。学生的听力水平与认知策略的使用呈负相关,与情感策略的使用呈正相关。英语水平和认知策略的使用对学生的听力成绩有预测力。     

The Relationship between Motivational Beliefs and Learning Strategy Use among Norwegian College Students

We studied how motivational beliefs were related to learning strategy use in 176 Norwegian college students who were in the second year of their teacher training. Students' implicit theories of intelligence, self-efficacy beliefs, and learning strategy use were assessed by self-report instruments. It was found that students who conceived of intelligence as a relatively modifiable quality reported using more strategies than students who had doubts about the modifiability of intelligence. However, the relation between students' theories of intelligence and their learning strategy use varied with the way their theories of intelligence were assessed, with only indirect questions about the modifiability of intelligence yielding a positive relation. Regression analysis and group comparisons suggested that beliefs in the modifiability of intelligence may override the contribution of self-efficacy to students' use of learning strategies. With this study, relations previously emphasized within American theory and research are extended to college students in a different cultural context.     

The influence of concept mapping on achievement,self-regulation,and self-efficacy in students of English as a second language

This study investigated the effectiveness of concept mapping used as a learning strategy with students in English as a Second Language classrooms. Seventy-nine ESL students participated in the study. Variables of interest were students’ achievement when learning from English-language text, students’ reported use of self-regulation strategies (self-monitoring and knowledge acquisition strategies), and students’ self-efficacy for learning from English-language text. A randomized pre-test–post-test control group design was employed. The findings showed a statistically significant interaction of time, method of instruction, and level of English proficiency for self-monitoring, self-efficacy, and achievement. For all four outcome variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the individual study group. The findings have implications for both practice and research.     

高二学生英语阅读策略使用情况调研

通过对高二学生英语阅读策略的使用情况进行调查,发现高二学生基本阅读策略的使用上,高分组和低分组同学在很多策略地使用上存在着显著的差异;文理科学生在阅读策略使用过程中存在较少的差异,所以本论文主要涉及高分组和低分组同学在策略使用方面的调查结果。