The Relationship between Reading Proficiency and Language Learning Strategies for EFL Learners at the University Level: A Case Study

大學生英語學習策略使用及其與閱讀能力之關係個案研究

宋立群(Li-Tchi Sung) ； 陳憶如(I-Ju Chen)

《嶺東通識教育研究學刊》 4卷2期 (2011/08) Pp. 53-83

https://doi.org/10.6797/LTARGE.201108.0053

摘要

本研究旨在探討科技大學英語學習者之英語學習策略使用及策略使用與英語閱讀能力之相關性。本研究以119位中台灣某一科技大學之不同系科大一學生為研究對象，並採行量的研究方法，進行英語學習策略之問卷施測及英語閱讀能力測驗檢定。研究結果顯示，大一學生使用英語學習策略頻率為低到中等範圍。其中，以補償性學習策略使用頻率最高；情意策略使用頻率最低。學生的平均英語學習策略頻率、4大學習策略及16個分項策略與學生的英語學習閱讀能力有顯著相關。本研究最後將進一步討論相關策略使用及其與閱讀能力之關係，並且提供未來研究之建議。

關鍵字

英語學習策略 ； 英語閱讀能力

並列摘要

This study investigated the language learning strategies used by EFL students at the university level and explored the relationship between language learning strategy use and reading proficiency among university students in Taiwanese context. A total of 119 freshmen with various majors in one university in central Taiwan participated in the present study. With the use of the Strategy Inventory for Language Learning Questionnaire (SILL) and the administration of the reading section of the General English Proficiency Test (GEPT), the results indicated that learners at the university level used learning strategies at a low to medium level. Compensation strategies were the most frequently used strategies, while affective strategies were the least frequently used strategies. Students' overall strategy use, four strategy categories and 16 individual strategies were significantly correlated with English reading proficiency. Such relationship was discussed; meanwhile, suggestions for further research were provided at the end of the study.

並列關鍵字

language learning strategies ； English reading proficiency levels

參考文獻

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