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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6870

Title: 台中市國中學生語言學習風格與語言學習策略關係之研究—以英語科為例
Other Titles: A study of the relationship between language learning styles and language learning strategies among junior high school students in Taichung City—English as an example
Authors: 林君盈
Contributors: 龔心怡
Hsin-Yi Kung, Ph. D.
林君盈
Keywords: 英語學習;語言學習風格;語言學習策略
English learning;language learning styles;language learning strategies
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在探討台中市國中學生英語科語言學習風格與語言學
習策略使用之關係,及台中市國中學生之語言學習風格與語言學習策
略是否因性別、年級、學習意願不同與補習英文與否而有所差異。研
究樣本以台中市7 所共621 位國中學生為研究對象,所得結論如下:
首先,台中市國中學生英語科語言學習風格最偏向團體型,最不偏向
個人型。其次,性別與英語科語言學習風格有高度關聯性;且男女生
在語言學習風格分層面上具有顯著差異,女生較男生偏向聽覺型、觸
動覺型與團體型。第三,性別在語言學習策略整體與分層面上具有顯
著差異,女生在語言學習策略使用頻率上顯著高於男生。第四,年級
在語言學習策略之記憶策略、情意策略與社會策略的使用上具有顯著
差異。第五,學生之英語學習意願愈高,語言學習策略使用頻率便愈
高。第六,有補習英語之學生其語言學習策略使用頻率明顯較未補習
英語之學生高。再者,語言學習風格與語言學習策略具有顯著之正相
關。最後,英語學習風格分層面對語言學習策略之使用具有顯著的正
向預測力。根據研究發現,本研究針對家長、教師在輔導孩子以及國
中英語教學方面給予具體建議,以促進學生英語學習之成效與獨立學
習、解決問題之能力,並期待能為將來之研究提供實質之幫助。
Abstract
The purposes of this study were to explore the relationship between language learning styles and language learning strategies in junior high school students’ English learning in Taichung City, and also to see if the
factors, such as gender, grade, willingness to learn English, and taking after-school lessons, made significant differences or not. Utilizing 621 junior high school students as participants, the conclusions of this study
were as followings: firstly, junior high school students in Taichung City were mostly inclined to group style and least inclined to individual style on English learning. Secondly, English learning styles are highly related to learners’ gender. Girls were more inclined to auditory, kinesthetic,
tactile and group learning style than boys, in which it also showed that gender made significant differences on English learning styles. Thirdly, gender made significant differences on English learning strategies; girls
significantly use learning strategies more often than boys. Fourthly, grade made significant differences on students’ usage of memory, affective, and social strategies. Fifthly, the higher students’ willingness to learn English was, the more likely students to apply learning strategies.
Sixthly, students taking after-school lessons employed more English learning strategies than those who were not. Moreover, there was a significantly positive correlation between English learning styles and English learning strategies. Lastly, learners’ English learning styles can
positively predict learners’ usage of English learning strategies. The conclusions and suggestions are proposed based on the findings of this study to assist parents and teachers in promoting children’s English learning efficiency, and to help students develop self-autonomy
spontaneously with reinforcing the abilities of independent learning and problem-solving skills besides teachers’ instructions.
Appears in Collections:[教育研究所] 博碩士論文

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