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|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|
Hsin-Yi Kung, Ph. D.
English learning;language learning styles;language learning strategies
|Issue Date: ||2010-12-03
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：
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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