二外学习者使用学习策略情况对比研究.docVIP

二外学习者使用学习策略情况对比研究摘要：本文研究了英语专业本科生和研究生在学习第二外语“日语”时所使用学习策略的差异。基于对调查问卷的分析，其各自特征如下：（1）在学习二外的过程中，英语专业研究生总体使用学习策略的频率略高于本科生；（2）针对各类学习策略，英语专业研究生的使用频率均高于本科生。作者提出了如何帮助本科生使用学习策略的建议 Abstract：The study is concerned with the learning strategies used by second foreign language (SFL) students, including two different groups―undergraduates and postgraduates majoring in English. The data is collected from the results of questionnaire modified on the base of Oxford’s Strategy Inventory for Language Learning (SILL). With the basis of data analysis, the features of the two groups in using learning strategies are as following: (1) postgraduates use more learning strategies than undergraduates although the total tendency seemed the same. (2) The mean of each learning strategy used by postgraduates is higher than undergraduates. Then the study proposes several suggestions for the SFL students in the using language learning strategies in the future. 关键词：学习策略 二外 日语 Keywords:learning strategies second foreign language Japanese 1 Introduction In most of the research on language learning strategies, the primary concern has been on “identifying what good language learners report they do to learn a second or foreign language.” In 1966, Aaron Carton published his study entitled The Method of Inference in Foreign Language Study, which was the first attempt on learner strategies. Research conducted by Naiman et al. (1978) focused on personality traits, cognitive styles and strategies that were critical to successful language learning. Then Rubin (1981) classified strategies in terms of processes contributing directly or indirectly to language learning. Chamot and O?Malley (1987) provide the first clear contrast between cognitive and metacognitive strategies. Politzer and McGroarty (1985) compared self-report of strategies use to the development of linguistic and communicative competence. These researches provide important leads for future research in learners? language learning strateg