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The Study on Characteristics of Undergraduates’ Application of English Learning Strategies and Main Psychological Factors in Affecting Selection of Strategies

Author: KangZuo
Tutor: LiuDianZhi
School: Suzhou University
Course: Developmental and Educational Psychology
Keywords: University student English Learning Strategies Implicit strategy English learning is attributed English learning self- efficacy English Learning Motivation
CLC: H319
Type: Master's thesis
Year: 2007
Downloads: 727
Quote: 1
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Abstract

Starting from the mid-1950s, the Learning Strategies has been subject to the attention of educational psychology and development today, combined with the discipline-specific subject learning strategy is becoming a learning strategy use research hotspot. A lot of research on the learning of a second language, but the lack of research on the Students' English Learning implicit strategy use, but also the lack of empirical research. This study attempts to survey, college students have been learning strategies (including the use of the implicit strategy) hope that analysis of the characteristics of college students' learning strategies and learning strategies select several major factors used to enhance its strategy awareness and level, in order to improve the quality and efficiency of their English learning. This study through interviews to investigate and seek expert advice, combined with existing research, the preparation of the questionnaire of English learning strategies questionnaire and influencing factors. , English learning strategies questionnaire included five dimensions: implicit strategy, listening to reading and writing strategies, metacognitive strategies, affective strategies and word memory strategies, including listening to reading and writing strategies, metacognitive strategies, affective strategies and word memory strategies explicit strategy. The impact due questionnaire include: English learning self-efficacy, English learning motivation and learning English attributed the three questionnaire by the statistical analysis, the questionnaire's reliability and validity are up to the requirements of surveying. The survey was conducted in nine universities implemented effectively try to include a total of 493 students from freshman to senior. Statistical analysis based on the following conclusions: 1. Constructed in this study system of English learning strategies, self English Learning Strategies Questionnaire fully reflect effective strategy for college students learning English, and the questionnaire has high internal homogeneity reliability and good construct validity and content validity, it is better able to reflect and conditions and variations in interpretation of college students use English learning strategies. 2 in terms of the overall level of college students explicit strategy hovering between the \do not fluctuate with changes in grade; implicit strategy of gender differences, boys better than girls. On listening, reading and writing strategies exist significant gender differences, the general trend is that more girls than boys are good at using the appropriate English learning strategies, the level of self-confidence in their English learning, motivation level, attributional style, etc. than boys actively. 4. Differences in the performance of college students use English learning strategies significantly. Specific performance for top students focus on strategies to use their learning strategy level is much higher than other groups of scores, outstanding student of English learning more confident, attributed to a more positive, dominant motivation, deep learning motivation poor students is just the opposite. College students of different grades grade differences exist in the overall English learning strategies and explicit policy level, the general trend is to grade level, but after the third year, the policy level instead rebounded. 6 basic conception of psychological factors in the variability of learning strategies to explain; self-efficacy, intrinsic motivation, and positive attribution has a direct impact on learning strategies, exogenous motivation and negative attribution of learning strategies direct impact is not significant.

The Study on Characteristics of Undergraduates’ Application of English Learning Strategies and Main Psychological Factors in Affecting Selection of Strategies

Abstract

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