理工类大学生语块学习策略与英语写作水平相关性分析-correlation analysis between chunk learning strategies and english writing level of science and technology college students.docx

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理工类大学生语块学习策略与英语写作水平相关性分析-correlation analysis between chunk learning strategies and english writing level of science and technology college students.docx

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理工类大学生语块学习策略与英语写作水平相关性分析-correlation analysis between chunk learning strategies and english writing level of science and technology college students

(4)Towhatextentcanthestudents’learningstrategiesinfluencetheirEnglishwritingproficiencyifanycorrelationexists?AquestionnaireandaninterviewareadoptedinthisstudyandthequantitativedatacollectedfromthequestionnaireareanalyzedbythesoftwareSPSS17.0.Resultsshowthatthesestudents’Englishwritingproficiencyandtheirfrequencyofusinglearningstrategiesforlexicalchunksbothstayatalowlevelasgeneral.Theypreferusingcognitivestrategiesmostandsocial-affectivestrategiesleast;andguessingstrategy,dictionaryusing,andnote-takingarethemostfrequentlyusedonesamongthe11individualstrategiesofthethreestrategies.Astothedifferenceinlearningstrategiesusedbyhigh-achievinggroupandlow-achievinggroup,theformergrouptendstoadoptlearningstrategiesmorefrequentlythantheother,butbothofthegroupspreferusingcognitivestrategiesmostandsocial-affectivestrategiesleast.Theydoshowdifferenceinusingindividualstrategies:thetopthreestrategiesforhigh-achievinggroupareguessingstrategy,self-initiationstrategy,anddictionaryusing,whileguessingstrategy,dictionaryusing,andnote-takingareforlow-achievinggroup.Regardingtherelation,thehighestcorrelatedstrategiesaremeta-cognitivestrategies,andcognitivestrategiesarethenext.Self-initiationstrategy,guessingstrategyandselectiveattentionstrategyarethethreemostsignificantlycorrelatedindividualstrategies.Repetitionstrategydoesnotshowstatisticalcorrelation.Itsregressionanalysisindicatesthegreatestpredictivepowerofmeta-cognitivestrategyamongthesethreestrategies.Itcanbesafelyconcludedthatwhenlearninglexicalchunks,polytechniccollegestudentstendtoadoptsomelow-levelstrategiesofcognitivestrategies,suchasdictionaryusing,note-takingandguessing,whereassocial-affectivestrategiesandmeta-cognitivestrategiesarenotintheirgoodcommandsoastobeusedeffectively.Allofthesearesuggestiveofraisingawarenessofstudents’learningstrategiesforlexicalchunksandstrengtheningstrategytraining.Specialattentionshouldbegiventotrainingonusingmeta-cognitivestrategiesandsocial-affectivestrategies.KeyWords:lexicalchunks;learningstrate