An Investigation of Taiwanese Grade 5-6 Students' EFL Language Learning Strategies and Language Learning Experience

北市國小五六年級學童英語學習策略與學習經驗之研究

10.6388/JES.200306.0138

蘇旻洵(Min-Hsun Su)

語言學習策略 ； 英語為外國語言之教育 ； 外語教育 ； 國民小學 ； language learning strategy ； EFL ； foreign language education ； elementary school

教育科學期刊

3卷1期（2003 / 06 / 01）

138 - 177

英文

本研究主要探討台北市國小五六年級學童之英語學習策略與學習經驗。研究對象為932位台北市國小五六年級學童。背景資料問卷及語言學習策略問卷同時被使用在此研究中。研究者發現，北市國小五六年級學童中度的使用六種不同的語言學習策略：認知學習策略、社交學習策略、相關學習策略、補償學習策略、輔助學習策略以及建構式學習策略。女性比男性使用較多的英語學習策略。而英語學習經驗大多都與語言學習策略有顯著相關，包括英語學習年資、校外英語學習年資、住在英語系國家之年資、在英語系國家學習英語之經驗、出國旅遊之經驗、父母親支持學習英語之程度及英語學習所帶來的愉悅程度。根據研究結果，本研究者建議語言老師們在教學之前，先對學生的背景以及其英語學習經驗有所暸解，對語言學習策略有一定程度的概念，並幫助個別學生找到最適合他的學習策略，如此一來，才能達到有效的學習效果和對未來的語言學習有益的學習經驗。

This study investigated the EFL language learning strategies used by grade 5 and grade 6 students and their language learning experience in Taipei, Taiwan. A total of 932 wade 5 and wade 6 students in elementary schools in Taipei participated in this study. Two sets of questionnaires were used, the background information questionnaire and the Language Learning Strategy Inventory (LLSI). The researcher found that students reported using six dimensions of EFL language learning strategies, all in medium use level: cognitive strategies, social strategies, association strategies, compensation strategies, assistance strategies, and constructive learning strategies. It was also found that gender differences exist in the use of language learning strategies, except in compensation strategies and constructive strategies. Females reported use language learning strategies more frequently than males did. EFL Language learning experience was found mostly significantly related to the use of language learning strategies, according to the following variables: years of studying English, years of studying English outside of school, years of living in English-speaking countries, experience of studying English in English-speaking countries, experience of traveling abroad, level of parental support and general level of enjoyment in learning English. Based on the result, the researcher suggests language instructors understand students' learning experience and their background before the instruction, have certain level of knowledge of language learning strategies, and provide individual student with the language learning strategies that can work best on him, so that effective language learning results and rewarding language learning experience can be achieved.

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