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中南大学学报(社会科学版)
ZHONGNAN DAXUE XUEBAO(SHEHUI KEXUE BAN)

2010年04月第16卷第2期
   
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文章编号:1672-3104(2010)02-0103-06
 
理工科大学生英语学习自我效能、
学习策略与语言水平的关系研究
 
康建东
 
(兰州理工大学外国语学院,甘肃兰州,730050)
 
摘  要: 以223名理工类本科生为研究对象,采取问卷调查和语言测试相结合的手段,对大学生的英语自我学习效能、学习策略和语言水平之间的关系进行了研究。结果表明:第一,自我效能受学习者自身因素的影响较小,而学习策略则明显受到学习者自身因素的影响。学习策略的使用频率不仅仅是学习者使用喜好的表现,还是学习者个体的内在认知需求;第二,自我效能与学习策略密切相关,但与语言水平不具备明显相关性,而学习策略与语言水平存在一定的相关性,但相关程度不高。因此得出结论:自我效能和学习策略在语言的发展过程当中是外因。
 
关键词: 自我效能;学习策略;语言水平;理工科大学生;第二语言习得
 
 
The Relationship between EFL Learner’s Beliefs,

Learning Strategies Use and Language Proficiency Level

 
KANG Jiandong
 
(School of Foreign Languages, Lanzhou University of Technology, Lanzhou 730050, China)
 
Abstract: The present study, based on the investigation of 223 polytechnic college students, aims to reveal the relationship between EFL learners’ belief, learning strategies use and language proficiency level. The result illuminates that 1) learner’ belief is less likely to be affected by the learners’ personal factors, such as language proficiency, mood and goals, etc, compared with the learning strategies use. It indicates that the learning strategies use is not only the product of one’s preference, but also the sign of one’s cognitive style; 2) learner’ belief does not relate to the language proficiency level, while learning strategies use is reported to be closely linked to it. It also shows that learner’ belief significantly relates to strategies use. All of the findings show that learner’s beliefs and learning strategies use are external factors to language proficiency level.
 
Key words: learner’ belief; learning strategies use; language proficiency level
 
 
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