中学英语学习不成功者学习策略研究
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摘要
本文运用定量研究与定性研究的方法，通过问卷和个人访谈方式对北京市一所普通中学的英语学习不成功者所使用的学习策略进行了研究。主要讨论的问题有：中学英语学习不成功者使用什么学习策略?频率如何?这些策略彼此相关吗?如何相关?某些策略的使用与他们的英语成绩是否相关?
研究结果表明：研究对象的语言学习策略使用水平属中等；记忆、认知、补偿、元认知、情感和社会六类策略中，社会和补偿策略使用最多，元认知和记忆策略使用最少；这六类策略彼此显著正相关，但与研究对象的英语成绩不相关；Oxford编制的语言学习策略问卷50个条目中只有7个条目与学生的英语成绩存在弱正相关关系。
据此本文提出，中学英语教师要加强对学习不成功者的学习策略训练，尤其是记忆策略和元认知策略。但学习策略只是影响学生英语学习的因素之一，因此，要处理好策略训练和语言训练的关系。课堂时间有限，过多的策略训练会侵占语言训练的时间。
This paper reports on a survey of the language learning strategies used by unsuccessful English learners among senior one students in a high school in Beijing. One purpose of the study was to explore language learning strategies used by unsuccessful senior high school English learners, to find out the relationships between learning strategies and language achievements. An ultimate purpose was eventually to provide profiles for senior high school English teachers aiming at training students in using language learning strategies.
This study combined questionnaire with semi-structured interview. The basic instrument was The Strategy Inventory for Language Learning (SILL) by Oxford (1990) which consists of 50 questions. The quantitative data were analyzed with the aid of SPSS (Statistic Package for Social Science) 11.0 for Windows and the qualitative data were analyzed according to the six categories of language learning strategies by Oxford (1990).
The results showed that though the subjects were not so successful in their learning, their levels of strategy use were not very low, averaging 2.81. Among the six categories of strategies, social and compensation strategies were the most used, while metacognitive and memory strategies were the least used. The results also showed that all the six categories of SILL were significantly associated with each other, but none of the six categories of strategies was correlated with language achievements. The results have implications for both instruction and further research.
The study recommended that future research on topics similar to this study be conducted on a larger sample involving a wider range of different high schools learning English as a foreign language, employing multiple data collection procedures, to promote senior high school students' English learning and to help teachers provide more efficient English teaching.
研究结果表明：研究对象的语言学习策略使用水平属中等；记忆、认知、补偿、元认知、情感和社会六类策略中，社会和补偿策略使用最多，元认知和记忆策略使用最少；这六类策略彼此显著正相关，但与研究对象的英语成绩不相关；Oxford编制的语言学习策略问卷50个条目中只有7个条目与学生的英语成绩存在弱正相关关系。
据此本文提出，中学英语教师要加强对学习不成功者的学习策略训练，尤其是记忆策略和元认知策略。但学习策略只是影响学生英语学习的因素之一，因此，要处理好策略训练和语言训练的关系。课堂时间有限，过多的策略训练会侵占语言训练的时间。
This paper reports on a survey of the language learning strategies used by unsuccessful English learners among senior one students in a high school in Beijing. One purpose of the study was to explore language learning strategies used by unsuccessful senior high school English learners, to find out the relationships between learning strategies and language achievements. An ultimate purpose was eventually to provide profiles for senior high school English teachers aiming at training students in using language learning strategies.
This study combined questionnaire with semi-structured interview. The basic instrument was The Strategy Inventory for Language Learning (SILL) by Oxford (1990) which consists of 50 questions. The quantitative data were analyzed with the aid of SPSS (Statistic Package for Social Science) 11.0 for Windows and the qualitative data were analyzed according to the six categories of language learning strategies by Oxford (1990).
The results showed that though the subjects were not so successful in their learning, their levels of strategy use were not very low, averaging 2.81. Among the six categories of strategies, social and compensation strategies were the most used, while metacognitive and memory strategies were the least used. The results also showed that all the six categories of SILL were significantly associated with each other, but none of the six categories of strategies was correlated with language achievements. The results have implications for both instruction and further research.
The study recommended that future research on topics similar to this study be conducted on a larger sample involving a wider range of different high schools learning English as a foreign language, employing multiple data collection procedures, to promote senior high school students' English learning and to help teachers provide more efficient English teaching.
引文
Bremner, S. (1998). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Asia Pacific Journal of Language in Education, 1(2).
Brown, H. D. (1987). Principles of language learning and teaching (2nd ed.). Englewood Cliffs, N J: Prentice-Hall.
Chamot, A. U.& Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22:13-24.
Cohen, A. D. (1998).Strategies in learning and using a second language. Harlow, Essex: Longman.
Cohen A. D., Weaver S. J. & Li T-Y (1995). The impact of strategies-based instruction on speaking a foreign language. Research Report. Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Minneapolis MN.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Greenfell, M. & Harris, V. (1999). Modern language and learning strategies: In theory and practice. London: Routledge.
Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29: 261-297.
Gu, P Y (1996). Robin Hood in SLA:what has the learner strategy research taught us? Asian Journal of English Language Teaching, 6:1-29.
Han Mei & Lin Li (2000). A case study---a successful student of English with impaired hearing.Teaching English In China, 23 (3).
Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning and Teaching. The lnternet TESL Journal,Ⅵ (8). http://iteslj.org/Articles/Hismanoglu-Strategies.html
Hsiao, T.-Y. & Oxford, R L (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal,86: 368-383
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. Edward Arnold (Publishers) Limited.
Naiman, N., Frhlich M., Stern H. & Todesco A. (1978). The Good Language learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education.
Norusis, M. J. (1993). SPSS for windows: Base system user's guide. Chicago: SPSS Inc.
O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. et al. (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annals 22: 29-39.
Oxford, R. L. (1990a). Language learning strategies and beyond: A look at strategies in the context of styles.In S. S. Magnan (Ed.), Shifting the instructional focus to the learner: 35-55. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Oxford, R. L. (1990b). Language learning strategies: what every teacher should know. Newbury House/Harper Collins, NY.
Oxford, R. L. (1990c). Styles, strategies, and aptitude: Connections for language learning. In T. Parry & C. W. Stansfield (eds.), Language aptitude reconsidered: 67-125. Englewood Cliffs, N J: Prentice-Hall.
Oxford, R. L. (1992/1993). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal 2(2): 18-22.
Oxford, R. L. & Burry-Stock J. A. (1995). Assessing the use of language learning strategies world-wide with the ESL/EFL version of the Strategy Inventory for Language Learning. System, 23(2): 1-23.
Oxford, R. L. & Cohen, A. D. (1992). Language learning strategies: crucial issues of concepts and classification. Applied Language Learning 3(1-2): 1-35.
Oxford, R.& Ehrman, M. (1988). Psychological type and adult language learning strategies: A pilot study. Journal of Psychological Type, 16: 22-32.
Oxford, R.& Ehrman, M. (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System: 23(3), 359-386.
Politzer, R. L. & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19: 103-123.
Rossi-Le, L (1995). Learning styles and strategies in adult immigrant ESL students. In Joy M. Reid (eds) Learning styles in the ESL/EFL classroom: 118-125. Boston, Mass.:Heinle & Heinle.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9: 41-51.
Rubin, J. (1987). Learner strategies: Theoretical assumptions,research history and typology. In A. Wenden & J. Rubin (Eds.), Learner Strategies and Language Learning: 15-29. Englewood Cliffs, N J: Prentice Hall.
Skehan, P. (1989). Individual Differences in Second-language Learning. London: Edward Arnold.
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13: 275-98.
Stern, H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31: 304-18.
Stern, H. (1992). lssues and options in language teaching. Oxford: OUP.
Vann, R. and Abraham,R.(1990). Strategies of unsuccessful language learners.TESOL Quarterly, 24(2): 177-198.
Wen, Q. F. & Wang, H. X (1996). The relation between learner factors and the scores
on CET-Band 4. Foreign Language Teaching and Research, 4:33-39
Wenden A & J Rubin, (eds.) (1987). Learner Strategies in Language Learning. Englewood Cliffs, N J: Prentice Hall.
刘丹丹(Liu Dandan)，(2002)，中国英语学习者的阅读策略研究，《外语界》第6期。
刘津开(Liu Jinkai，)，(2001)，《外语学习策略---优差学生英语猜词策略探究》，天津：天津大学出版社。
刘亦春(Liu Yichun)，(2002)，学习成功者与不成功者使用英语阅读策略差异的研究，《国外外语教学》第3期。
马广惠(Ma Guanghui)(1997)，高分组学生和低分组学生在学习策略上的差异研究，《外语界》第2期。
文秋芳(Wen Qiufang)，(1995)，英语学习成功者与不成功者在方法上的差异，《外语教学与研究》第3期。
文秋芳(Wen Qiufang)，(1996a)，《英语学习策略论》，上海：上海外语教育出版社。
文秋芳(Wen Qiufang)，(1996b)，大学生英语学习策略变化的趋势及其特点，《外语教学与研究》第4期。
文秋芳(Wen Qiufang)，(2001)，英语学习者动机、观念、策略的变化规律与特点，《外语教学与研究》第2期。
吴丽林(Wu Lilin)，(2001)，英语学习者词汇记忆差异个案研究，《外语教学与研究》第3期。
吴一安、刘润清、P．Jeffery等(Wu Yian，Liu Runqing，Jeffery P．et al)，(1993)，中国英语本科学生素质调查报告，《外语教学与研究》第1期。
吴增生(Wu Zengsheng)，(1994)，值得重视的“学习者策略”，《现代外语》第3期。
熊川武(Xiong Chuanwu)，(1997)，《学习策略论》，南昌：江西教育出版社。
杨淑娴(Yang Shuxian)，(2002)，英语写作成功者与不成功者在策略使用上的差异，《外语界》第3期。
张文鹏(Zhang Wenpeng)，(1999)，中学生英语学习策略运用研究，《中小学英语教学与研究(沪)》，第4期。
Brown, H. D. (1987). Principles of language learning and teaching (2nd ed.). Englewood Cliffs, N J: Prentice-Hall.
Chamot, A. U.& Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22:13-24.
Cohen, A. D. (1998).Strategies in learning and using a second language. Harlow, Essex: Longman.
Cohen A. D., Weaver S. J. & Li T-Y (1995). The impact of strategies-based instruction on speaking a foreign language. Research Report. Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Minneapolis MN.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Greenfell, M. & Harris, V. (1999). Modern language and learning strategies: In theory and practice. London: Routledge.
Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29: 261-297.
Gu, P Y (1996). Robin Hood in SLA:what has the learner strategy research taught us? Asian Journal of English Language Teaching, 6:1-29.
Han Mei & Lin Li (2000). A case study---a successful student of English with impaired hearing.Teaching English In China, 23 (3).
Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning and Teaching. The lnternet TESL Journal,Ⅵ (8). http://iteslj.org/Articles/Hismanoglu-Strategies.html
Hsiao, T.-Y. & Oxford, R L (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal,86: 368-383
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. Edward Arnold (Publishers) Limited.
Naiman, N., Frhlich M., Stern H. & Todesco A. (1978). The Good Language learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education.
Norusis, M. J. (1993). SPSS for windows: Base system user's guide. Chicago: SPSS Inc.
O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. et al. (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annals 22: 29-39.
Oxford, R. L. (1990a). Language learning strategies and beyond: A look at strategies in the context of styles.In S. S. Magnan (Ed.), Shifting the instructional focus to the learner: 35-55. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Oxford, R. L. (1990b). Language learning strategies: what every teacher should know. Newbury House/Harper Collins, NY.
Oxford, R. L. (1990c). Styles, strategies, and aptitude: Connections for language learning. In T. Parry & C. W. Stansfield (eds.), Language aptitude reconsidered: 67-125. Englewood Cliffs, N J: Prentice-Hall.
Oxford, R. L. (1992/1993). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal 2(2): 18-22.
Oxford, R. L. & Burry-Stock J. A. (1995). Assessing the use of language learning strategies world-wide with the ESL/EFL version of the Strategy Inventory for Language Learning. System, 23(2): 1-23.
Oxford, R. L. & Cohen, A. D. (1992). Language learning strategies: crucial issues of concepts and classification. Applied Language Learning 3(1-2): 1-35.
Oxford, R.& Ehrman, M. (1988). Psychological type and adult language learning strategies: A pilot study. Journal of Psychological Type, 16: 22-32.
Oxford, R.& Ehrman, M. (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System: 23(3), 359-386.
Politzer, R. L. & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19: 103-123.
Rossi-Le, L (1995). Learning styles and strategies in adult immigrant ESL students. In Joy M. Reid (eds) Learning styles in the ESL/EFL classroom: 118-125. Boston, Mass.:Heinle & Heinle.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9: 41-51.
Rubin, J. (1987). Learner strategies: Theoretical assumptions,research history and typology. In A. Wenden & J. Rubin (Eds.), Learner Strategies and Language Learning: 15-29. Englewood Cliffs, N J: Prentice Hall.
Skehan, P. (1989). Individual Differences in Second-language Learning. London: Edward Arnold.
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13: 275-98.
Stern, H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31: 304-18.
Stern, H. (1992). lssues and options in language teaching. Oxford: OUP.
Vann, R. and Abraham,R.(1990). Strategies of unsuccessful language learners.TESOL Quarterly, 24(2): 177-198.
Wen, Q. F. & Wang, H. X (1996). The relation between learner factors and the scores
on CET-Band 4. Foreign Language Teaching and Research, 4:33-39
Wenden A & J Rubin, (eds.) (1987). Learner Strategies in Language Learning. Englewood Cliffs, N J: Prentice Hall.
刘丹丹(Liu Dandan)，(2002)，中国英语学习者的阅读策略研究，《外语界》第6期。
刘津开(Liu Jinkai，)，(2001)，《外语学习策略---优差学生英语猜词策略探究》，天津：天津大学出版社。
刘亦春(Liu Yichun)，(2002)，学习成功者与不成功者使用英语阅读策略差异的研究，《国外外语教学》第3期。
马广惠(Ma Guanghui)(1997)，高分组学生和低分组学生在学习策略上的差异研究，《外语界》第2期。
文秋芳(Wen Qiufang)，(1995)，英语学习成功者与不成功者在方法上的差异，《外语教学与研究》第3期。
文秋芳(Wen Qiufang)，(1996a)，《英语学习策略论》，上海：上海外语教育出版社。
文秋芳(Wen Qiufang)，(1996b)，大学生英语学习策略变化的趋势及其特点，《外语教学与研究》第4期。
文秋芳(Wen Qiufang)，(2001)，英语学习者动机、观念、策略的变化规律与特点，《外语教学与研究》第2期。
吴丽林(Wu Lilin)，(2001)，英语学习者词汇记忆差异个案研究，《外语教学与研究》第3期。
吴一安、刘润清、P．Jeffery等(Wu Yian，Liu Runqing，Jeffery P．et al)，(1993)，中国英语本科学生素质调查报告，《外语教学与研究》第1期。
吴增生(Wu Zengsheng)，(1994)，值得重视的“学习者策略”，《现代外语》第3期。
熊川武(Xiong Chuanwu)，(1997)，《学习策略论》，南昌：江西教育出版社。
杨淑娴(Yang Shuxian)，(2002)，英语写作成功者与不成功者在策略使用上的差异，《外语界》第3期。
张文鹏(Zhang Wenpeng)，(1999)，中学生英语学习策略运用研究，《中小学英语教学与研究(沪)》，第4期。