A Study of Language Learning Strategies Used by College EFL Learners in Taiwan

台灣大學生英語學習策略之研究

張靜怡(Ching-Yi Chang) ； 劉淑楨(Shu-Chen Liu) ； 李宜年(Yi-Nian Lee)

《明道通識論叢》 2期 (2007/03) Pp. 235-261

https://doi.org/10.6954/MJGE.200703.0235

摘要

本研究主旨在於探討性別及不同學系對台灣大學生語言學習策略使用之影響。共有1758位來自北、中、南的大學生參與本研究。主要研究工具為一式兩份的問卷，包含個人基本資料及語言學習量表。本研究採用的分析方式主要為量化統計，包含描述性統計，獨立樣本t考驗，及單因子變異數分析。
本研究主要發現如下：
1.台灣大學生在六大語言學習策略的使用頻率上並無顯著差異，皆為中等強度。
2.不同性別的學生在使用認知策略，後設認知策略，社會策略及整體語言學策略上有顯著差異。
3.不同學系的學生在六大語言學習策略及整體語言學習策略的使用上，有顯著差異。
最後本研究亦提供了教學上的建議給從事英語教學的老師，建議老師們可以有計畫性的介紹及教導學生不同的語言學習策略，讓學生可以運用不同的學習策略，幫助學生更有效率的學習語言。

關鍵字

語言學習策略 ； 語言學習策略量表

並列摘要

The study was designed to investigate the influence of gender and major on college EFL learning strategy use in Taiwan. A total of 1758 Taiwanese college EFL learners took part in this research study. The participants completed the two sets of self-reported questionnaires, including Background Characteristics and Strategy Inventory for Language Learning (SILL) (Oxford, 1989). The collected data were computed and analyzed via descriptive statistics, t-test, and one-way ANOVA. The findings of the study were generalized as follows: (1) There was not a great difference among the frequency of each strategy that Taiwanese college EFL learners report using, all in medium-use level. (2) Statistically significant differences were found in the use of cognitive strategies, metacognitive strategies, social strategies and overall strategies with regard to gender. (3) Statistically significant differences were found in the use of six subcategories of language learning strategies and overall strategies with regard to major. In the end of this study, the pedagogical implications were provided.

並列關鍵字

Language Learning Strategies ； SILL