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高师学生英语学习策略调查研究的中期报告.docx

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高师学生英语学习策略调查研究的中期报告 Abstract ThepurposeofthisstudyistoinvestigateEnglishlearningstrategiesusedbystudentsataNormalUniversityinChina.Thisreportpresentsthefindingsfromthemid-termsurveythatwasconductedamongtheparticipantsofthestudy.Aself-reportquestionnairewasusedastheresearchtooland150studentswererandomlyselectedtoparticipateinthesurvey.Thequestionnaireconsistedof46itemsthatweregroupedintosixcategories:cognitive,metacognitive,affective,social,compensation,andmemorystrategies.TheresultsofthesurveyshowedthattheparticipantsusedavarietyofstrategiesintheirEnglishlearning,withmetacognitiveandcognitivestrategiesbeingthemostfrequentlyused.Thestudyalsofoundthatfemalestudentsusedmorecognitiveandmetacognitivestrategies,whilemalestudentsusedmoresocialandmemorystrategies.TheimplicationsofthefindingsforEnglishteachersarediscussedinthisreport. Introduction Languagelearningstrategies(LLS)havebecomeapopularresearchtopicinthefieldofsecondlanguageacquisition.Strategieshavebeendefinedas“specificactionstakenbythelearnertomakethelearningprocessmoreeffective,efficient,andenjoyable”(Oxford,1990,p.8).Overtheyears,anumberofstudieshavebeencarriedouttoinvestigateLLS,andthefindingsfromthesestudieshavebeenusedtoinformlanguageteachingandlearningpractices. ThepresentstudyaimstoinvestigatetheEnglishlearningstrategiesusedbystudentsataNormalUniversityinChina.Thestudyisguidedbythefollowingresearchquestions: 1.WhatstrategiesdothestudentsuseintheirEnglishlearning? 2.ArethereanygenderdifferencesintheuseofEnglishlearningstrategies? Amid-termsurveywasconductedasapartofthestudyandtheresultsarepresentedinthisreport. Methodology Participants Theparticipantsofthestudywere150second-yearstudentsfromaNormalUniversityinChina.Theywererandomlyselectedfromfourdifferentmajors:Englisheducation,Englishlanguageandliterature,primaryschooleducation,andpreschooleducation.Seventy-fiveoftheparticipantsweremaleand75werefemale. Instrument Theinstrumentusedforthisstudywasaself-reportquestionnairethatwasdesignedbasedonOxford's(1990)