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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6778

Title: 國中學生英語學習策略與英語學習成就關係之研究---以台中縣為例
Other Titles: A study on the Relations betwen English Learnin Strategies and English Learning Achievement of Junior High School Students
Authors: 廖秀幸
Contributors: 陳聰文
Tsong-wen Chen
廖秀幸
Shou-shing Liao
Keywords: 國中學生;英語學習策略;英語學習成就
junior high school students;English learning strategies;English learning achievement
Date: 2009
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究主要目的在探討國中學生英語學習策略與英語學習成就
之關係。本研究採用問卷調查法,以台中縣593位國中學生為研究對象,採描述統計、t 檢定、單因子變異數分析、皮爾森積差相關及多元迴歸等方法分析資料。其結論為:

壹、 國中學生僅中度使用英語學習策略。
貳、 不同性別、年級、現階段參加校外英語補習的國中學生在英語學習策略上有顯著差異。
參、 不同學校所在地的國中學生在英語學習策略上沒有顯著差異。
肆、 高低英語學習成就之國中學生在英語學習策略上有顯著差異。
伍、 不同性別、不同學校所在地、現階段參加校外英語補習的國中學生在英語學習成就上有顯著差異。
陸、 國中學生之英語學習策略各層面與英語學習成就呈正相關。
柒、 國中學生英語學習策略對其英語學習成就有預測作用。
最後依據上述結論,並提出建議,以供教育相關單位、學校單位、英語教師、及未來研究之參考。
The present study was to investigate the relations between English learning strategies and English learning achievement of junior high school students. 593 participants of junior high school students in Taichung County completed the English Learning Strategies Questionnaire, and the English Learning Achievement Test. Descriptive statistics,t test,one-way ANOVA,Person product-moment correlation and multiple regression analysis were employed to analysis the data.
The result showed that (1) the learners of junior high school students use compensation strategies the most frequently and then metacognitive strategies, followed by affective strategies. Memory strategies are used least frequently for all learners. (2) females reported more use of learning strategies than males. Students in the beginning level reported more use of learning strategies than intermediate and advanced levels. (3)higher English learning achievement learners use English learning strategies more often than the lower ones.(4)the correlation analysis of the result indicated significant relations between the use of English learning strategies and English learning achievement.
Thus, the results of this study may indicate that English learning strategies use may influence learners’ English learning achievement.
Appears in Collections:[教育研究所] 博碩士論文

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