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高职高专院校学生英语学习态度和策略调查研究.docx

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高职高专院校学生英语学习态度和策略调查研究 Introduction Withtheglobalizationofhighereducation,Englishhasbecomeanessentiallanguageforacademicandprofessionalcommunication.InChina,vocationalcollegesandpolytechnicuniversitiesprovidestudentswithpracticalskillsandtechnicalknowledge,aswellastheopportunitytoimprovetheirEnglishproficiency.However,manystudentsfacechallengesinlearningEnglishduetotheirattitudesandstrategiestowardsthelanguage.ThispaperaimstoexploretheattitudesandstrategiesofvocationalcollegeandpolytechnicuniversitystudentstowardsEnglishlearning,andmakesuggestionsforimprovingtheirEnglishproficiency. AttitudestowardsEnglishLearning AttitudestowardsEnglishlearningplayacrucialroleindeterminingstudents'successinacquiringthelanguage.AccordingtoDornyei(2001),therearethreecomponentsofattitudes:affective,behaviouralandcognitive.AffectivecomponentsrefertoemotionsandfeelingstowardsEnglish;behaviouralcomponentsrefertoactionsandintentionsregardinglearning;cognitivecomponentsrefertobeliefsandvaluesregardingEnglishlearning. InastudyconductedbyLiuandLi(2019),itwasfoundthatvocationalcollegestudentshadapositiveattitudetowardslearningEnglish,withhighlevelsofmotivationandself-efficacy.However,theyalsofacedchallengessuchaslackofconfidenceandfearofmakingmistakes.Polytechnicuniversitystudents,ontheotherhand,hadamorepragmaticattitudetowardsEnglishlearning,withafocusonimprovingtheirskillsforacademicandprofessionalpurposes.Theyalsoexpressedawillingnesstotakerisksandlearnfromtheirmistakes. StrategiesforEnglishLearning EffectivestrategiesforEnglishlearningareessentialforstudentstoachievetheirlanguagegoals.AccordingtoOxford(1990),therearethreetypesoflanguagelearningstrategies:cognitive,metacognitiveandsocial/affective.Cognitivestrategiesrefertomentalprocessessuchasmemory,analysisandsynthesis;metacognitivestrategiesrefertoplanning,monitoringandevaluatingone'sownlearning;social/affectivestrategiesrefertointeractionwithothersandtheemotionalstateofthelearner. InastudyconductedbyLiandSun(2017),itwasfoundthatvocation