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目的:探讨中、外教在改变某高校10级新生入校半年前后英语学习策略的变化,并探究其原因。方法:随机抽取某高校10级新生10个班(共402人),分成两组。对外教组5个班(207人)学生进行为期半年的外教指导,对中教组5个班(195人)学生不做任何干预。在新生入校初及半年后,对所有学生进行《语言学习策略量表》测评。结果:半年后,外教组学生补偿、情感和社会策略显著升高,而记忆和认知策略显著降低;而中教组学生在记忆策略的得分显著升高。结论:学生语言学习策略的显著差异说明,外教更注重把英语当成交流的工具使用,注重教学的趣味性和学生的参与性;而中教则把英语作为学科体系来教授,更注重记忆方法的传授。
Objective: To explore the changes of English learning strategies of middle and foreign teachers before they change the freshmen’s enrollment in the university for a year or so, and to explore the reasons. Methods: A total of 10 freshmen (402 students) from a university were randomly selected and divided into two groups. The foreign teachers in 5 classes (207 students) for a period of six months of foreign teachers guidance, the 5 classes (195) students do not make any intervention. After the freshmen entered the school and six months later, all students were evaluated on the “Language Learning Strategy Scale”. Results: After six months, the compensation, emotion and social strategies of foreign teachers increased significantly while the strategies of memory and cognition decreased significantly. However, the score of students in middle school teachers increased significantly in memory strategies. Conclusion: The significant differences of students’ language learning strategies indicate that foreign teachers pay more attention to the use of English as a communication tool, pay more attention to the interest of teaching and the participation of students, while in teaching teach English as a subject system and pay more attention to memory methods teach.