姜利 广东外语外贸大学 英文学院.pptVIP

Language Learning Strategies andTheir Effects on Test Performance -a Study on Chinese High School Students Taking NMET Outline of the presentation General Introduction Conceptual framework The study Results and discussion Research questions 1. What are the characteristics of learning strategies employed by Chinese high school students? 2. Is there any difference in the use of learning strategies among groups with different proficiency levels? If there is, what? 3. Is there any relationship between students’ reported learning strategies and their test performance? If there is, what? Hypotheses 1. Students of higher proficiency reported using learning strategies more frequently than those of lower proficiency. 2. Students’ reported learning strategies have direct positive substantive relationship with their NMET performance. Rebecca Oxford’s conceptualization of learning strategies Direct strategies I. Memory strategies II. Cognitive strategies III. Compensation strategies Indirect strategies I. Metacognitive strategies II. Affective strategies III. Social strategies The study 395 third-year high school students Strategy Inventory for Language Learning version 7.0 Scores from the NMET Reliabilities for the questionnaire   Frequency of reported learning strategies SILL Average for each category 11 strategies used frequently Item 18 阅读英语时，我先速读，以了解主要内容，再从头细读。 Item 22 阅读时，我避免逐词翻译。 Item 24 遇到不熟悉的英语单词时，我就猜它的意思。 Item 27 阅读时，我不会每遇生词就查词典。 Item 29 当我想不出英语单词时，我就用它的同义词或词组代替。 Item 31 我认真留心自己在英语学习中犯的错误，以便改正和提高。 Item 32 别人说英语时，我很注意听。 Item 38 我回顾自己在英语学习上的进步。 Item 39 每当感到害怕使用英语时，我也尽量放松不紧张。 Item 45 在英语对话中听不懂时，我就请对方说慢一点或重复一遍。 Item 49 我问英语学习中的问题。 31 strategies used moderately Item 1学英语生词时，我将新学的与已学的联系起来。 Item 2我将英语生词使用在句子中，以加深记忆。 Item 3为了帮助记忆，我将生词的发音与它相关的图画联想起来。 Item 4 我想象可能使用生词的情景来记忆该单词。 Item 5