蒙授英语专业学生学习策略研究——以呼伦贝尔学院为个案研究.pdf 62页

分类号——UDC论文题目密级编号研究生：皇旦握学号：塑Q昼鱼!Q!垒所在学院：2[国亟堂随专业：垒E国语言堂及应用适宣堂研究方向：三适丑猩指导教师：自茎邀2011年03月20日 AStudyofLearningStrategiesofMongolianEnglishMajors—ACaseStudyofMongolianEnglishMajorsinHulunBuirCollegebyWurinaSupervisedbyAssociateProfessorBaiMengxuanThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMasterofArtsEnglishDepartmentFq"gLanguagCoilegoreignLanguagesCollegeInnerMongoliaUniversityMarch2011㈣3洲5川川1Ⅲ8洲8¨iii■I㈣Y 原创性声明的学位论文是本人在导师的指导下进行的研究工作及取得经注明引用的内容外，论文中不包含其他人已经发表或撰包含为获得凼墓直太堂及其他教育机构的学位或证书而使工作的同志对本研究所做的任何贡献均已在论文中作了明学位论文作者签名：刍主里尊指导教师签名：豆娥～日期：至殳∑∑、生：∑El期：地盘、．厶：≤在学期间研究成果使用承诺书本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：内蒙古大学有权将学位论文的全部内容或部分保留并向国家有关机构、部门送交学位论文的复印件和磁盘，允许编入有关数据库进行检索，也可以采用影印、缩印或其他复制手段保存、汇编学位论文。为保护学院和知识产权，作者在学期间取得的研究成果属于内蒙古大学。作者今后使用涉及在学期间主要研究内容或研究成果，须征得内蒙古大学就读期间导师的同意；若用于发表论文，版权单位必须署名为内蒙古大学方可投稿或公开发表。学位论文作者签名：垒垦垫指导教师签名：Et期：Ⅺ虬玉连≥Et期： arationmyownworkandthat，tothebestofmyknowledgeandbelief,itcontainsnomaterialpreviouslypublishedorwrittenbyanotherpersonormaterialwhichhastoasubstantialextentbeenacceptedfortheawardofanyotherdegreeordiplomaatanyuniversityorotherinstituteofhigherlearning,exceptwheredueacknowledgementshasbeenmadeinthetext．Signature：Date：March20 AbstractAStudyofLearningStrategiesofMongolianEnglishMajors‘_4CaseStudyofMongolianEnglishMajorsinHulunBuirCollege蹄，UrinaWiththedevelopmentofforeignlanguagelearning，languageresearchershomeandabroadareturningtheirfocusesfromthewayofteachingtothewayoflearning,fromtheteachertothelearner,andfromthetraditionalteachingmethodtothescientificlearningmethod．HerelearningmethodistheSO-calledlearningstrategy．Leamingstrategiesdirectlyaffecttheprocessofstudents’learningandCanhelpstudentswiththeirsecondlanguagestudy．Withtheconceptofautonomiclearningbeingpartofthemainstreamofresearchandpracticewithinthefieldoflanguageeducation，thestudyoflearningstrategiesinL2acquisitionhasdrawnmuchattention．Thestudyoflearningstrategieshasbeenan“explosionofactivity”inrecentyears．AlthoughtherehasbeenallincreasinginterestinEnglishmajorstudents’leamingstrategies，therewereveryfewstudiesonMongolianEnglishmajors’learningstrategies．Furthermore，MongolianEnglishmajorsarebadlyinneedofimprovingtheirEnglishlevelinordertogetmoreopportunitiesinfuture．Onthebasisofthedefinitionsandclassificationsofleamingstrategiesgivenbylinguistsabroadandhome，thisthesismainlyadoptstheRebeccaOxford’Slearningstrategyscaleandinvestigates95MongolianEnglishmajorsinHulunbuirCollegetoanalyzethefrequencyusingofdifferentlearningstrategiesintheirstudies．ThequestionnairesurveyWasusedinthestudy．ThewrittenquestionnaireisdesignedonthebasisofRebeccaOxford’SdesignofSILL．SILLstandsforstrategyinventoryforlanguagelearning．Thequestionnaireiscomposedoftwopans：thebackgroundinformationandlearningstrategies．WiththehelpofthestatisticalsoftwareSPSS10．0，111 eswereusedtoanalyzetheEnglishmajors；Hulunbuir 摘要蒙授英语专业学生学习策略研究一以呼伦贝尔学院为个案研究乌日娜随着外语学的不断发展，国内外外语语言学者开始逐渐将研究的重心从“怎样教”转移到“怎样学"，从“教师”转移到“学生”，从传统教学法转移到科学的学习法。这里所谓的学习法就是学习策略。学习策略对学生学习过程产生直接影响，能够帮助他们学习第二语言。随着自主学习成为语言教育研究和实践的主流，第二语言学习策略的学习引起了人们的关注。近几年，学习策略研究逐步受到重视。虽然人们研究英语专业学生学习策略的兴趣越来越浓厚，但很少有人研究蒙授英语专业学生的学习策略。此外，蒙授英语专业的学生迫切需要提高自己的英语水平，以便将来有更多的更好的就业机会。本文在外国语言学家对学习策略的种种定义及分类为基础，主要采用了RebeccaOxford的语言学习策略量表，对呼伦贝尔学院外国语学院蒙授英语95名学生进行了调查并分析了不同策略在他们学习中的应用。本文研究主要使用了问卷调查的形式。本研究的书面问卷调查是在RebeccaOxford的调查问卷基础上设计的。问卷调查分别有背景知识和策略问卷两个部分组成。借助社会学统计软件SPSSIO．0的计算，应用了频率及百分比率等描述来分析了结果。关键词：个案研究；学习策略；蒙授英语专业学生；呼伦贝尔学院 Acknowledgements1wouldliketotaketheopportunitytoexpressmygratitudetoallthosewhohavehelpedmeinthecompletionofthisthesis．Firstandforemost，1wouldliketoexpressmyheartfeltthankstomysupervisorAssociateProfessorBaiMengxuan，whohasgivenmevaluablesuggestions，patientandconstantencouragementinaccomplishingthisthesis．Myheart-feltrespectisalsoextendedtootherprofessorsandteachersinEnglishDepartment，ForeignLanguageInstitute，InnerMongoliaUniversity,whohavehelpedme，pointedoutmanyproblemsinmythesisandgavememanyprecioussuggestionsandadvice．Iamalsogratefultomylovelystudents，whohelpedmewiththedistributionofthequestionnaireandcollectionofthedata，withouttheirsincerehelpandcooperation,thedatacollectionwouldnothavebeenpossible．Finally,1wouldliketoexpressthedeepestgratitudetomyparents，myfamilymembersfortheirunderstanding，encouragementandsupport．Ⅵ CONTENTSCHAPTER1lNTRoDUCTloN⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．11．1BackgroundandNeedfortheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．11．2SignificanceoftheStudy⋯．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯1-21．3MainObjectivesandResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯21．4OrganizationoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯2-3CHAPTER2LITERATUREREVIEW⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．42．1DefiningLanguageStrategies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯4-62．2Classificationsoflearningstrategies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．7·lO2．3FeaturesofLanguageLearningStrategies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯10·112．4Thestudiesonlanguagelearningstrategiesabroad⋯⋯⋯⋯⋯⋯⋯⋯．．11·122．5ThestudiesonlanguagelearningstrategiesinChina．．．．．．．．．．．．．．．．．．．．．．．．．．．．13CHAPTER3RESEARCHDESIGN．⋯⋯⋯⋯⋯⋯．．⋯．．．⋯⋯⋯⋯．⋯⋯⋯．．⋯⋯．⋯⋯⋯⋯⋯．．143．1Subjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一143．2Thequestionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯14-153．3DataCollectionandAnalysis⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．15CHAPTER4RESULTSANDANALYSIS⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．164．1DescriptionofBackgroundInformationResult⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯”164。1．IDescriptionofsampledistributioningender⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯164．1．2Descriptionofsampledistributionatyearlevel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．174．1．3Descriptionofsampledistributionofgeographical⋯⋯⋯⋯⋯⋯⋯⋯⋯．184．1．4Descriptionofdistributionoflevelofmotivation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯184．2Descriptionofstrategies’use．⋯⋯⋯．⋯⋯⋯．．．⋯⋯⋯⋯⋯．．．⋯⋯⋯．⋯⋯．．．．194．2．1MeanScoresandStandardDerivationsofMemoryStrategies⋯⋯⋯⋯⋯194．2．2MeanScoresandStandardDerivationsofCognitiveStrategies⋯⋯⋯⋯．204．2．3MeanScoresandStandardDerivationsofCompensationStrategies⋯⋯．．214．2．4MeanScoresandStandardDerivationsofMeta—cognitiveStrategies⋯⋯224．2．5MeanScoresandStandardDerivationsofAffectiveStrategies⋯⋯⋯⋯．．224．2．6MeanScoresandStandardDerivationsofSocialStrategies⋯⋯⋯⋯⋯⋯23 ⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．24⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．j⋯⋯⋯⋯．．：!(；⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．：26．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．⋯：16⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯27⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯28．29⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯30．3l⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．32．39 ListofTablesTable4．1．1Descriptionofsampledistributioningender⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．17Table4．1．2Descriptionofsampledistributionatyearlevel⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯17Table4．1．3Descriptionofsampledistributionofgeographical⋯⋯⋯⋯⋯⋯⋯⋯．．18Table4．1．4Descriptionofdistributionoflevelofmotivation⋯⋯⋯⋯⋯⋯⋯⋯⋯一19Table4．2．1MeanScoresandStandardDerivationsofMemoryStrategies．．．．．．．．．．．．．．19Table4．2．2MeanScoresandStandardDerivationsofCognitiveStrategies⋯⋯⋯⋯19Table4．2．3MeanScoresandStandardDerivationsofCompensationStrategies．．．．．．．22Table4．2．4MeanScoresandStandardDerivationsofMeta-cognitiveStrategies⋯⋯．22Table4．2．5MeanScoresandStandardDerivationsofAffectiveStrategies．．．．．．．．．．．．⋯23Table4．2．6MeanScoresandStandardDerivationsofSocialStrategies．．．．．．．．．．．．．．．．．．24Table4．2．7Rankorderofusageofsixstrategies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯27 UCTIoNpartofthemainstreamofresearchthestudyoflearningstrategiesinoflearningstrategieshasbeenan“explosionofactivity”inrecentyears．TheforeignlanguagelearningsituationintheInnerMongoliaAutonomousRegioniscomplex．InnerMongoliaAutonomousRegioniscomposedofHannationalityandotherdifferentethnicgroups．Mongoliannationalityisthemainbodyofethnicgroups．MostoftheMongolianCollegestudentsarefromruralareasandpastoralareas．TheyareMongoliannativespeakers，theirChineselevelislower,andEnglishisthethirdkindoflanguagetothem．MostofthemreallybegantolearnEnglishfromtheircolleges．ComparedwithChinesestudents，itisfarfromenough．ChinesestudentslearnEnglishfromveryearlyage．TheybegintolearnEnglishfrommirdyearinprimaryschools．Ofcourse，someofMongolianstudentsbegintolearnEnglishfromtheirmiddleschools．WhentheyparticipateintheUniversityEntranceExam，Englishislistedinthestudysubjects，butnotincludedinthetotalscore．Justasthereferencepoints，SOmostofthemdonotpayattentiontotheEnglishExam．Eveninthetest，meirscoresarelow．Mostofthemdonotattachimportancetothissubject．Butrecentyears，Mongolianstudentsbeantovaluethissubject．WithpoorbaseofEnglish，mostMongolianEnglishmajorsfinditdifficulttoleam,andmoretheyfeeldifficultthelessconfidencetheyhave．Furthermore，whentheyentercollege，theywillbeopenedsamesubjectsasChinesestudents．Ofcourse，thelevelislowerthanChinesestudents，butwhichwillgavethemmuchburden．Andgradually,someofthemwilllosetheirinterestandgiveuplearning．1．2SignificanceoftheStudyAlthoughmanyexpertsathomeandabroadhavealreadystudiedbilingualstudents’foreignlanguagelearningstrategies，andtheymadesomeachievements．Sofar， strategies．ByanalyzingtheircurrentsituationandleamingstrategiestoproviderelevantinformationforEnglishteachingfield．1．3MainObjectivesandResearchQuestionsThesurveyistoinvestigateMongolianEnglishMajors’currentsituationandlearningstrategiestoexploretherelationshipbetweenMongolianEnglishmajors’personalbackgroundinformationandtheirlearningstrategies．Thefollowingalethethreeresearchquestionsaddressedinthesurvey：1．WhatistheMongolianEnglishmajors’currentsituation?2．WhatisthefrequencyofoveralllanguagelearningstrategiesusedbyMongolianEnglishmajorsinHulunBuirCollege?3．WhatisthefrequencyofeachstrategycategoryusedbyMongolianEnglishmajorsinHulunBuirCollege?1．4OrganizationoftheThesis2 organizationofthethesisispresented．Chaptertwogivesaviewofrecentstudiesonlearningstrategies．Chapterthreegivestherationaleofthemethodology，samplingandtheproceduresadoptedtogaintheexpecteddata．ChapterFourisresultsandanalysisofresearch．ChapterfivebringsUSasummaryofthestudyanddiscussionspresentedinthepreviouschapters．3 ThischapterstrategiesproposedboflearningstrategiesontherelationshipbetweenlanguagelearningstrategiesandMongolianEnglishmajors’study．2．1Def"mingLanguageStrategiesWhatislanguageleamingstrategy?Itisnoteasytodefinetheterm“strategy"’，becausetheconceptof‘‘strategy"’itselfissomewhatfuzzyandpartly．Differentpeopleusetermsdifferently,suchasskills，strategies，processes，andapproaches．Researchershavenotgainedacommonunderstandingoflearningstrategies．PerspectivesaresodifferentthatEllis(1994：533)statesthat“definitionsoflearningstrategieshavetendedtobeadhoeandatheoretical”．FollowingaresomeotherdefinitionsoflearningstrategiesproducedbyotherBialystok(1978：71)：’’Languagelearningstrategieswhichaledefinedasoptionalmeansforexploitingavailableinformationtoimprovecompetenceinasecondlanguage”．Tarone(1980)：Alanguagelearningstrategyisanattempttodeveloplinguisticandsociolinguisticcompetenceinthetargetlanguage．Themotivationoftheuseofthisstrategyisthedesiretolearn．Stem(1983)：Inourviewstrategyisbestreservedforgeneraltendenciesoroverallcharacteristicsoftheapproachemployedbythelanguageleamer,leavingtechniquesasthetermtorefertoparticularformsofobservablelearningbehavior．Chamot(1987)：Leamingstrategiesaretechniques，approachesordeliberateactionsthatstudentstakeinordertofacilitatetheleaming，recallofbothlinguisticandcontentareainformation．Rubin(1987)：Learningstrategiesarestrategieswhichcontributetothedevelopmentofthelanguagesystemwhichthelearnerconstructsandaffectlearningdirectly．4 ionalbehaviorandthoughtsthemunderstand，leam，ordentontheassumptionthatgoalsandlearningstrategiesCanberegardasbroadlyconceivedintentionaldirectionsandleamingtechniques．’’Cohen(1998)：Learningstrategiesarelearningprocesseswhichareconsciouslyselectedbythelearner．Thewords‘‘consciouslyselect’’areimportantbecausetheydemonstratethespecialcharacterofstrategy．Wenden(1998)：LearningstrategiesarementalstepsoroperationsthatlearnersusetolearnanewlanguageandtoregulatetheireffortstodoSO．(ascitedinEllis，1994：531)Oxford(1990)“Languagelearningstrategiesarebehaviorsoractionswhichlearnersnsetomakelanguagelearningmoresuccessful，moreenjoyable，moreself-directed．’’Fromabovedefinitions，wecanseeresearchershaven’treachedagreementindefininglanguagelearningstrategies．Theyhavetheirownunderstandingsontheseterms．AccordingtoEllis(1994)，thesedefinitionsrevealfiveproblems：1．Itisnotclearwhethertheyaretobeperceivedofasbehavioral(observable)orasmental，orasboth．ItseemsOxford(1989)appearstothinkofthemasmentalorunobservable，andWeinstein，MayerandChamotregardthemasbothbehavioralandmental．2．Itconcenlstheprecisenatureofthebehaviorsthataretocountaslearningstrategies．Thereisconsiderableuncertainty．Accordingtostem，“strategies’’and‘‘techniques’’aredifferent：theformerrefertogeneralanddeliberate“approaches”toleaming，thelatterareobservableformsoflanguagelearningbehaviorevidentinparticularareasoflanguagelearning．3．Whetherlearningstrategiesaretobeseenasconsciousandintentionalorsubconscious．Manyofthedefinitionsinaboveavoidaddressingthisissue，butChamot(1987)referstothemas“deliberateactions”．4．Itconcernswhetherlearningstrategiesareseenashavingadirectoranindirectinfluenceoninter—languagedevelopment．Rubin(1987)，somewhat5 controversially,assertsthattheeffectlSadirectone·5．Therearedifferencesinopinionsaboutwhatmotivatestheuseoflearningstrategies．MostdefinitionsrecognizethattheyareusedinanefforttolearnsomethingabouttheL2，butOxford(1989)alsosuggeststhattheirusecanhaveanaffectivepurpose(i．e．toincreaseenjoyment)．Sinceitisdifficulttodefine“languagelearningstrategy”，someresearcherssuch髂EllisandWenden，agreetogiveuptheefforttodefineit，andtheythinkthebestwaytodeftneitistolisttheirmaincharacteristics．Ellis(1994：532433)lists8characteristicsoflanguagelearningstrategiesasfollowing：—-————Strategiesrefertobothgeneralapproachesandspecificactionsortechniques；·--——·Strategiesareproblem·-oriented；一Learnersareawareofthestrategiestheyuse；。·-——Strategiesusinginvolvelinguisticandnon—linguisticbehaviors；·---—-StrategiesCanbebothperformedinL1andL2；——Somestrategiesarebehavioral，othersmental；——Moststrategiescontributeindirectlytolearning，whilesomestrategiescontributedirectlytolearning；．．．——Strategyusevaries8．8aresultofdifferentlearningtasksandindividualpreferences；Theearlierdefinitionsofthepurposeoflearningstrategiesfocusontwodimensions：improvinglanguagecompetence(Bialystok，1978)orfacilitatinglanguagelearning(Chamot，1987)．Itseemsthatleamerslearnlanguagelearningstrategiesonlytobecomemorcpmficientlearners，nottolearneffectivelyorlearneasily．Later,Oxford(1990)expandedthedefinitionbysuggestingthattheBseoflearningstrategiesCanhaveanaffectivepurpose，suchausmakinglanguagelearningmoreenjoyable．Therefore，thepurposeoflanguagelearningstrategies”haSchangedfrombecominggoodorsuccessfullearnerswhospeakasecondlanguagefluently,tobecomingintelligentlearnerswhoknowverywellabouthowtolearnasecondlanguagemoresuccessfully”(Tamada,1997：41．6 2．2CIassificationsoflearningstrategiesClassifyinglanguagelearningstrategieshavebeenattemptedbymanyresearchersbasedondifferentcriteriaandapproaches．Rubin(1981)classifiedlearningstrategiesonthecognitivedomain．Sheobservedadultsecondlanguageleamers，withafocusonparticulartypesofcognitiveprocess，andproposedsixcategoriesofstrategies：clarificationorverification，monitoring，memorization，guessingorinductiveinferencing，deductivereasoningandpractice．Chamot(1987)reportedanothertypeoflearningstrategies；thatis．Socio-affectivestrategiesinlanguageleaming,whichincludedstrategiessuchascooperatingwithotherstoobtainfeedback，gatheringlanguageinformation，andaskingquestionsforclarificationandforelicitingfurtherinputfromothernativespeakersofatargetlanguage．Chamot&o’Malley(1987)differentiatecognitivestrategiesfrommeta-cognitivestrategies．Cognitivestrategiesincluderepetition，imagery,note-taking，translation,inferencing,groupandcontextualization．Theyfurtherspecifiedmeta-cognitivestrategiesthatincludeplanning，monitoringandevaluationofone’Slanguagelearning．Later，inO’MalleyandChamot’s(1990)study,theydividedtheuseofstrategiesbylearnersofEnglishasasecondlanguageintothesemajorcategories：meta-cognitive，cognitiveandsocial／affectivestrategies．AccordingtoO’MalleyandChamot(1990)，meta—cognitivestrategiesincludeadvanceorganizers，directedattention,selectiveattention,self-management，advancepreparation，self-monitoring，delayedproduction,andself-evaluation．Thesestrategieshelpstudentsplan，monitor，andevaluatetheirownlanguagelearning．heworkofRubin(1975，1981)，0’MalleyandChamot(1987，1990)havemadegreatcontributionstotheknowledgeoflearningstrategies．Amongtheirwork，Oxford’SStrategyInventoryforLanguageLeaming(SILL)isperhapsthemostcomprehensiveclassificationoflearningstrategiestodate(Ellis)．SILL：SILLstandsforTheStrategyInventoryforLanguageLearning，whichwasdevelopedbyOxford(1990)，anditwasbasedonthesixcategoriesoflearningstrategiesderivedbyOxfordfromthestudiesoflanguageleamingstrategiesusedbygoodlanguagelearners．Oxford(1990)developedalanguagelearningstrategytaxonomybasedonearlierworkofgoodlanguagelearningstrategies(e．g．Rubin，1975，1981；Stem，1975)in7 Figure1．1DiagramofthestrategySystem：Overview(Source：Oxford)AccordingtoOxford(1990)，thesixstrategycategories(threedirectandthreeindirect)aleinterconnected．Theysupport，interactwith，andhelpeachother．(Lookatfigure1．2)Memorystrategies：Memorystrategiesalethestrategieslearnersusetogetinformationintomemoryandtorecallmemory．Thesefallintofoursetsofstrategies：creatingmentallinkages，applyingimagesandsounds，reviewingwell，andemployingactions·Cognitivestrategies：Cognitivestrategiesalethestrategiesthroughwhichlearnersdirectlyusethenewlanguage，practicingnaturally，analyzingcontrastively，andsummarizing．Theseincludefoursetsofstrategies：practicing，receivingandsending8 whichlanguagelearnersmanagetheirownlearningprocess．Oxford(1990)concludedthatthemeta—cognitivestrategiesincludethreesetsofstrategies：centeringone’Sownlearning，arranging，planningone’Slearningandevaluatingone’Slearning．Affectivestrategies：Affectivestrategiesarethestrategieslearnersusetocontroltheiremotionsandattitudes．Thesesetsofstrategiesexist：loweringanxiety，encouragingoneselfandtakingone’Sownemotionaltemperature．Socialstrategies：Socialstrategiesarethestrategieslearnersusetoworkwithotherstolearnatargetlanguage．Threesetsofstrategiesareincluded：askingquestionscooperatingwithothers，andempathizingwithothers．9 IIICompensatioStrategiesD．CreatingstructureforinputandoutputA．GuessingIntelligentlyB．OvercomingLimitationsinspeakingandwritingIII．SocialStrategies．／C．TakingyouremotionalA．AskingquestionsB．Comparingwithothers．EmpathizingwithotherSFigure1．2DiagramsoftheStrategySystemShowingTwoClasses，SixGroupsand19Sets(Source：Oxford)2．3FeaturesofLanguageLearningStrategiesKeyfeaturesoflanguagelearningstrategiesalediscussedbelowandsummafizedinTable1．3．10 Table1．3FeaturesofLanguageLearningStrategiesLanguagelearningStrategies：1．Contributetothemaingoal，communicativecompetence．2．Allowlearnerstobecomemoreself-directed．3．Expandtheroleofteachers．4．Areproblem—oriented．5．Arespecificactionstakenbylearner．6．Involvemanyaspectsofthelearner，notjustthecognitive．7．Supportlearningbothdirectlyandindirectly．8．Arenotalwaysobservable．9．AreoftenconsoOUS．10．Canbetaught．11．Areflexible．12．Areinfluencedbyavarietyoffactors．Source：Oxford(1990)Withlearningstrategies．studentsCanlearnefficiently．Theycailapplytlleirownstrategieswhenlearning．Withoutguidance，students’learningcanbeinefficient．Efficientlearnersaleeasytoteach，itwillalsobenefitforteachers．“Withsomeexceptions，strategiesthemselvesalenotinherentlygoodorbad，buthavethepotentialtobeusedeffectively"’．(Cohen，1998)．LanguagelearningstrategiesalespecificactionsortechniquesthatstudentsuseoftenintentionallytoimprovetheirprogressindevelopingL2skills．StrategiesencompassawiderangeofbehaviorsthatCanhelpthedevelopmentoflanguagecompetenceinmanyways．(Oxford，1990；Rigney1978)2．4ThestudiesonlanguagelearningstrategiesabroadForeignlanguagelearningstrategiesstudybeganinthe1960sabroadandgreatlyinfluencedbycognitivepsychology．AronCartonwasthefirstresearcheroflearningstrategies．In1966，hepublishedabooknamedTheMethodofInferenceinForeign Naimanetal(1978)madeadeeperresearchonlanguagelearningstrategies，anddividedtheminto5majorcategories：activetaskapproach，recognitionoflanguageasasystem，recognitionoflanguageasameansofcommunicationandinteraction，managementofeffectivedemandsandmonitoringtheirownorother’SL2performance．AnotherpioneerinstudyinglanguagelearningstrategiesisWong-Fillmore(1978)，shestudied5MexicanchildrenwholearnedEnglishinAmericafor9months．Sheeagertoknowhowchildrendeveloptheircommunicativeabilitiesinsecondlanguage．Ninemonthslater,shefoundthatallthechildrenhadmaderapidprogressinEnglish．Atlast，sheconcludedthatthereasonforwhytheymadesuchrapidprogressliedinthestrategiestheyhadused．Thedevelopmentinthefieldofpsychology，neurologyandcognitionbringthelanguagelearningstrategiesintoaneweraatthebeginningofthe1980s．Therearesomenewresearchersappearedinthisfield，suchas，A．Wenden，J．O’Malley，Chamot，R．OxfordandSOon．Oxford(1990)explainedanddescribedlanguagelearningstrategiesingreatdetailinherworksLanguageLearningstrategies：WhatEveryTeacherShouldKnow．Sheborrowedtheadvantagesoftheformerstudiesonlanguagelearningstrategiesinherbookandclassifiedlanguagelearningstrategiesintosixgroups：memorystrategies；cognitive strategies；compensationstrategies；meta-cognitivestrategies；affectivestrategies；socialstrategies．Inthisthesis，thewritermainlyusedOxford’SlanguagelearningstrategiestoinvestigateMongolianEnglishmajorsinHulunBuirCollege．2．5ThestudiesonlanguagelearningstrategiesinChinaThestudiesonlanguagelearningstrategiescameintotheChinaratherlate．Thestudiesbeganuntilthemidofthe1980s．ButstudiesinChinainthisperiodarenotasprofoundasthewesternstudies．Andthereareveryfewresearchersinvestigatedlanguagelearningstrategies．Alotofarticlesonlanguagelearningstrategieshaveappearedandsomeimportantworkshavebeenpublished．(WenQiufang,1995，1999，2003；JiangZukan，1994；LiuJinkai，2001；ChenXiaotang，ZhenMing，2002，ect)．GuiShichunconductedasurveyofsuccessfulEnglishlearnersinthecollege，andsummarizedthatasuccessfulEnglishleamerhasastrongcommunicationmotivation，positiveattitudeoflearning，paysattentiontolectures，andisgoodatmonitoringlanguageandmore．DongQi(1989：68—74)believesthat‘"meta-cognitiveisessentiallyself-awarenessandself-regulationofhumancognitiveactivities．”Inlastdecade，bytheimpactofwesternscholars，Chinesescholarsbegantopaycomprehensiveattentiontometa-cognitivestrategiesresearchintheprocessofEnglishteaching．Also，researchmethodsbecamevariousgraduallyandresultscontinuetoemerge．WenQiufangisoneofthefirstChineseresearcherswhohavegoneonseriousandoverallstudyonChineseEnglishlearningstrategies．WenQiufangstudiedmeta-cognitivestrategiesdeeply．Theresultsofstudyshowedthattherearesignificantdifferencesintheuseofmeta-cognitivestrategiesbetweensuccessfulEnglishlearnerandunsuccessfulone．Theformerhasastrongsenseofusingmeta-cognitivestrategiesandisplannedandproactiveinEnglishlearning．Bycontrast，thelatterisratherweaksenseofusingmeta-cognitivestrategiesandEnglishlearningisinablindandpassivestate．Moreover,WenQiufang(2003)dividedstrategiesintomanagementstrategiesandlanguagelearningstrategies．Managementstrategyisrelatedtothelearningprocess，includingplanning，strategyselection，self-monitoring，self-evaluationandself-adjustment，thatis，meta-cognitive13 strategies．Itincludesboththemanagementofcognitiveprocessesandemotionalprocesses．Andlanguageleamingstrategyisdirectlyrelatedtmaterialsandonlyusedforlanguagelearning． entsofEnglishmajorsreasonofchoosingthesophomoresWastheyhadalreadylearnedEnglishtotallyoneyearincollege．Theyhadalreadyformedafixedlearningstyle．ThereasonofchoosingjuniorswasmostofthemhadpassedPracticalEnglishTestforColleges(B)．Someofthemalreadyusedthesestrategiesandhadsomeeffectsontheirlearning．ThestudyaimsatinvestigatingtheEnglishLearningStrategiesusedbytheseMongolianEnglishmajors．Instudy,weneglectsomevariablessuchassexandage．3．2ThequestionnaireThequestionnaireusedforcollectingdataconsistedoftwoparts：AppendixA(EnglishVersion)AppendixB(ChineseVersion)．PartIStrategyInventoryforLanguageLeaming(SILL)WasdevelopedbyOxfordin1989(Oxford，1990)．TheStrategyInventoryforLanguageLeaming(SILL)isdesignedtogatherinformationabouthowyou，asastudentofaforeignorsecondlanguage，goaboutlearningthatlanguage．PartIIStudentBackgroundInformationQuestionnaireincludesoptionalfeatures．IthasbeenusedinSILLresearchstudiestoprovideadditionalinformationonstudents’characteristics．TheinformationhelpsteachersandstudentsbetterunderstandtheSILLresultsincontext．StudentBackgroundInformationQuestionnaireincludesstudents’backgroundinformationonage，gender,academiclevel，yearsofstudyingEnglishandSOon．StrategyInventoryforLanguageLearningESL／EFLVersion7．0developedbyOxfordin1989(Oxford，1990)．TheSILLwasafivepointLikert-scaleincluding(1)Neveroralmostnevertrueofme；(2)Usuallynottrueofme；(3)Somewhattrueofme；(4)Usuallytrueofmeand(5)alwaysoralmosttrueofme．Thequestionnairecontains50questionitemsstatingthelearningstrategiesusedbylanguagelearners．The50questionitemsweregroupedintosixcategories(Oxford，1990)：memorystrategies (1．9)，cognitivestrategies(10-23)，compensationstrategies(24-29)，meta—cognitivestrategies(30—38)，affectivestrategies(39—44)，andsocialstrategies(45-50)．Thebackgroundinformationquestionnaireincludesthesesevenitems：name；age；gender；lengthoflearningEnglish；academiclevel；motivationleveloflearningEnglish；certaintyoflearningEnglish．3．3DataCollectionandAnalysisAll95studentsweregivenaquestionnaireintheirCECL(CommunicativeEnglishforChineseLearners)classes．IteachthemCECL(CommunicativeEnglishforChineseLearners)．1waspresentandmakesurethatallthesubjectsreceivedashowtofilloutquestionnaireinordertominimizeconfusion．IgavethemthequestionnaireinChineseandEnglish．ButtheyonlyhavetofinishtheChineseversion．IamafraidsomeofstudentsmaynotunderstandthequestionnairetotallgTheywereinformedthatthequestionnaireWasnotatest；theydidnothavetoworryabouttheresults．Theydonothavetorevealtheiridentityandtheirresponseswouldbeusedforresearchpurposeonly．Igavethem20minutestofiUoutallthequestionnmresandallthequestionnairesweresuccessfullytakenback．TheSPSS(StatisticalPackagefortheSocialScience)version10．0wasusedinmythesistoscoretheresultsofthequestionnaires．PercentageWasusedinthebackgroundinformationtoanalyzegender,numberofstudentsfromeachgrade，yearofstudyingEnglish，motivationetc．Meanscores，standardderivationsandfrequencieswerecalculatedtocomparethedifferencesintheuseoflearningstrategies．Onewayanalysisofvariance(ANOVA)Wasusedtoscorethevariablesonlearners’meanscoresandstandardderivationofstrategyuseonthesixstrategies．Thepercentageswerealsousedtoanalyzegender,motivationlevelandacademiclevel． Mongolianstudents．Table4．1．1sampledistributioningenderGenderFrequencyPercentageMale1313．7Female8286．3total95100．04．1．2DescriptionofsampledistributionatyearlevelTable4．1．2illustratesstudents’gradedistributionofthesurveysample．FromthetablewecanseethatSophomoresaccountfor41．1％，Juniorsaccountfor58．9％．Studentsfrom2009alecomposedoftwoclasses，19studentsinclassoneand20studentsinclasstwo．Studentsfrom2008alealsocomposedoftwoclasses，26studentsinclassoneand27studentsinclasstwo．Therealealtogetherfourclassesparticipatedinthissurvey．Table4．1．2sampledistributionatyearlevelYearLevel20082009NO．ofstudents5639percentage58．941．1total95100．0 4．1．3DescriptionofsampledistributionofregionTableillustratesthesampledistributionamongcommunities．Generallyspeaking，thereareafewstudentsfromcity．Mostofthemliveinremoteareas．Thereareonlyprimaryschoolandjuniormiddleschoolintheirhometown．Forsomeofthem，thereisevenonprimaryschoolintheirhometown．Mostofthemhavetogotothetownorcitiestogeteducation．SotheirEnglishlevelsaledifferentfromeachother．SomeofthemhavelearnedEnglishforsixyears．ButsomeofthemonlyhavelearnedEnglishfortwoorthreeyears．TableregionSampleDistributionGroupC时TowncountrysideBorderTotalarea2009NO．ofstudents31719139Percentage43．5％48．7％2．5％100．oo％7．6％2008NO．ofstudents51830356Percentage32．1％53．5％5．3％100．00％8．9％4．1．4DescriptionofdistributionoflevelofmotivationTable4．1．4illustratesdistributionofstudents’motivationlevel．AccordingtoRodEllis(1999)，Motivationiscommonlythoughtofasaninnerdrive，impulse，emotion，ordesirethatmovesonetoaparticularaction．Inmoretechnicalterms，motivationreferstothechoicespeoplemakeastowhatexperiencesorgoalstheywillapproachoravoid，andthedegreeofefforttheywillexertinthatrespect．AccordingtoRobertGardner,motivationinvolvesfouraspects，agoal，effortfulbehavior,adesiretoattainthegoalandfavorableattitudestowardtheactivityinquestion．SomotivationandaptitudeareallkeyandmainfactorsofSUCCESS．Fromoftablewecarlsee，altogether3．5％ofstudentshaveverylowmotivationinlearningEnglish．TheydonotlikeEnglish，mostofthemchooseEnglishasmajorpassively．TheirparentsorclassmatesthinkEnglishis goodmajor；itiseasytogetjobs．AbouthalfofstudentshaveaveragemotivationinlearningEnglish．Theybegantoknowandacceptthisnewlanguage．About36％ofstudentshavehighorveryhi曲motivationinlearningEnglish．MostofthemhadlearnedEnglishforfiveorsixyearsbeforeenteringcollege．TheylikeEnglishverymuch．TheyareactingveryinEnglishclass．Theyhavealreadyformedtheirownlearningstyle．T{lble4．1．4DistributionoflevelofmotivationLevelofmotivationVerylowAveragehi曲VeryLowhigll2008NO．ofstudents3625157percentage5％10％45％27％13％2009NO．ofstudents142185percentage2．5％10％54％20．5％13％4．2Descriptionoffrequencyuseofsixlearningstrategies4．2．1MeanScoresandStandardDerivationsofMemoryStrategiesInthese9items，themostfrequentlyuseditemisitem1(IthinkofrelationshipbetweenwhatIalreadyknowandnewthingsIlearninEnglish)．itisnotsurprisingthatwhentheylearnnewthingstheywilltllilll【ofsomethingrelatedtothem．Theleastfrequentlyuseditemisitem9(IremembernewEnglishwordsorphrasesbyrememberingtheirlocationonthepage，Oiltheboard，oronastreetsign)．Itisclearthatwhentheyremembernewwordstheydonotrememberbytheirlocation．Theymayrememberthewordsbytheirmeaningandpronunciation． Table4．2．1MeanScoresandStandardDerivationsofMemoryStrategiesMemowStrategiesNMinimumMaximumMeanStd．DerivationIteml953．005．003．9579．75675Item2952．OO5．003．6737．76412Item3952．OO5．OO3．8632．79373Item4952．005．OO3．7895．81076Item5952．OO5．003．8421．73392Item6952．005．OO3．5895．77863Item7952．OO5．003．3684．88789Item8952．005．OO3．85261．01025Item9951．005．003．2842．952754．2．2MeanScoresandStandardDerivationsofCognitiveStrategiesInthese14items，themostfrequentlyuseditemisitem19(IlookforwordsinmyownlanguagethataresimilartonewwordsinEnglish)．WhentheygetacrossanEnglishwordornewword，theywillthinksimilarwordintheirlanguage．Someofthemwillmilll【inChinese,asmostofthemthinkinMongolian．Theleastfrequentlyuseditemisitem23(ImakesummariesofinformationthatIhearorreadinEnglish)．Itisclearthattheyonlydoasteacherordered．Ifteacherdidnotaskthemtomakesummary，tlleywillnotmakesummaryactively． Table4．2．2MeanScoresandStandardDerivationsofCognitiveStrategiesCognitiveStrategiesNMinimumMaximumMeanStd．DerivationItemlO952．005．003．6000．97195Item11951．005．OO3．6316．91154Item12953．005．004．1579．74827Item13952．005．004．1368．85813Item14951．005．003．75791．2179lItem15951．005．003．76841．12470Item16952．005．003．6737．79147Item17951．005．003．3263．98329Item18951．OO5．OO3．80001．09739Item19952．OO5．004．2000．88245Item20952．005．OO4．1474．75749Item21952．005．OO4．1474．85014Item22951．005．003．95791．02018Item23951．005．OO3．50531．128684．2．3MeanScoresandStandardDerivationsofCompensationStrategiesInthese6items，themostfrequentlyuseditemisitem26(ImakeupnewwordsifIdonotknowtherightonesinEnglish)．ItiscommonforChineselearnerstomakeupChinglishtoexpressthemselves．Mostofstudentsdonothaveenoughvocabularytoexpressthemselves．Studentsmayoftenmakeupnewwordsorphraseswithwordstheyhavelearned．Thisislikelythemainreasonthatthisstrategyishi曲lyused．Theleastfrequentlyuseditemisitem28(ItrytoguesswhattheotherpersonwillsaynextinEnglish)．Whentheycommunicatewithothers，theymaypaymuchattentiontowhattheyaretalking．Isthereanymistakeintheirspokenlanguage?Theyeagertounderstandwhattheotherpersonissaying．Maybetheyfeelalittlebitnervouswhencommunicatewithothers，SOmeyhavenotimetoconsiderwhattheotherpersonwillsaynext．21 Table4．2．3MeanScoresandStandardDerivationsofCompensationStrategiesCompensationStrategiesNMinimumMaximumMeanStd．DerivationItem24952．OO5．004．07371．00257Item25952．OO5．004．1158．95498Item26953．OO5．OO4．3684．74452Item27952．OO5．OO4．2737．86838Item28952．OO5．OO3．9474．85513Item29951．OO5．004．2632．865544．2．4MeanScoresandStandardDerivationsofMeta-cognitiveStrategiesInthese9items，themostfrequentlyuseditemisitem32(IpayattentionwhensomeoneisspeakingEnglish)．SincetheyareEnglishmajors，whentheyhearsomeonespeakingEnglish，theywillpayattentiontotheirpronunciationorcontent．TheyaresensitivetoEnglish．Theleastfrequentlyuseditemisitem37(IhavecleargoalsforimprovingmyEnglishskills)．Itissurprisingtous，asEnglishmajorstheydonothavecleargoalforimprovingtheirskills．Theyshouldsetlong—termorshort-termgoals．Toachievegoalsthattaketime，weneedtostaymotivated，andweneedtokeeptheinspiration．ThegoalsneedtobeconstantlyinourmindstoencourageUSwithOurstudy．4．2．4MeanScoresandStandardDerivationsofMeta—cognitiveStrategiesMeta-cognitiveStrategiesNMinimumMaximumMearlStd．DefivationItem30951．005．OO3．82ll1．12021Item3l952．005．OO4．1053．84392Item32953．OO5．004．2632．74677Item33951．OO5．004．0947．94614Item34952．005．004．0737．86593Item35951．OO5．OO3．9053．97929Item36952．005．OO4．0211．85027Item37951．005．OO3．60001．13363Item38953．OO5．OO4．1579．816274．2．5MeanScoresandStandardDerivationsofAffectiveStrategies Inthese6items，themostfrequentlyuseditemisitem42(InoticeifIamtenseornervouswhenIamstudyingorusingEnglish)．Englishisnottheirmothertongue．TheywouldpaymuchattentionwhenusingEnglish，especiallywhenspeaking．Itisverysurprisingforme，MongolianstudentsaremuchshythanChinesestudents．IteachbothMongolianandChinesestudentsinforeignlanguagedepartment．Mongolianstudentsareafraidofmakingmistakes．Forsomequestions，theyhavealreadyknowntheanswers，buttheyarereluctanttospeakouttheanswers．Italkedwithsomeofthem．Theytoldmetheywerenotconfidentenoughinthemselves．Theycannotexpressthemselvesclearlyortheydonotwanttoexpress．Theythinktheyknowinmindisenough．Theleastfrequentlyuseditemisitem43(1writedownmyfeelingsinalanguagelearningdiary)．TheyseldomwritetheirfeelingsaboutlearningEnglish．UnlesstheteacheraskthemtodoSO．Table4．2．5MeanScoresandStandardDerivationsofAffectiveStrategiesAffectiveStrategiesNMinimumMaximumMeanStd．DerivationItem39951．005．OO3．89471．13432Item40951．OO5．OO3．48421．30354Item41951．005．OO3．29471．27056Item42953．005．OO4．1474．71412Item43951．005．OO2．47371．30337Item44951．005．003．50531．428244．2．6MeanScoresandStandardDerivationsofSocialStrategiesthese6items，themostfrequentlyuseditemisitem50(ItrytolearnaboutthecultureofEnglishspeakers)．Itisclearthatlanguageisapartofcultureandplaysaveryimportantroleinit．MongolianEnglishmajorshavealreadynoticedthat．Learningaforeignlanguageisnotonlymeansmerelymasteringthepronunciation，thegrammarandwords．Italsomeanslearningthecustomsinwhichtheirlanguagereflects；learningtounderstandtheir‘languageofthemind’．Solearningalanguageisinseparablefromlearningitsculture．Theleastfrequentlyuseditemisitem46(．IaskquestionsinEnglish)．Theresultissurprisingtome．ItisveryusefulforthemtousingEnglishin classorafterclass．Sometimeswemakesomemistakes，butwearenotawareofthem．Ononehand，whenyouaskquestionfromteacherinEnglish，theteacherwillcorrectthemistakeyoumade．Ontheotherhand，youCanexamineyouroralEnglish．Fable4．2．6MeanScoresandStandardDerivationsofSocialStrategiesSocialStrategiesNMinimumMaximumMcanStd．DerivationItem45952．005．004．00001．03142Item46952．005．OO3．97891．02084Item47952．OO5．003．8526．99966Item48951．005．003．69471．28057Item49951．OO5．OO3．60001．23254Item50952．OO5．004．1474．886884．2．7RankorderofusageofsixstrategiesThetable4．2．7illustratestherankorderoffrequencyofsixstrategies．Althoughthelevelofuseofstrategydiffersinonewayoranother,allmeansforthesixstrategiesisrangefrom2．4737to4．2737．AccordingtoOxford(1990)’Sinterpretationofaverage,whentheaveragescoreofcertaintypeofstrategiesisbetween3．5and5．0，thistypeofstrategiesisappliedatahighfrequencylevel；whentheaveragescoreisbetween2．5and3．4，thistypeofstrategiesareappliedatamoderatefrequencylevel，andwhentheaveragescoreisbelow2．4，theyareappliedatalowfrequencylevel．Onthisclassification，theMongolianEnglishmajors’overallstrategyuseisatmedium’frequency．Therankorderofusageofthesixstrategiesare"CompensationStrategies，Meta-cognitiveStrategies，SocialStrategies，CognitiveStrategies，MemoryStrategiesandAffectiveStrategies． Table4．2．7RankorderofusageofsixstrategiesStrategiesAveragescoreRankorderCompensationstrategies4。17371Meta—cognitivestrategies4．00472Socialstrategies3．87893Cognitivestrategies3，84364Memorystrategies3．69115Affectivestrategies3．46666 Meta-cognitivestrategiesinvolvedoverviewingandlinking，findingwaystouseEnglish，planningschedule，settinggoals，organizingandself-evaluatingetc．strategiessupervisethewholeprocessoflearning．Forinstructingtheuseofmeta-cognitivestrategies，teachersshouldtrainlearnersmakinglanguageschedule．TeachersCanalsointroducestudentsself-evaluationtechniquestohelpthemevaluateandmonitortheirownlearning．The1earnersshouldknowwhattheirgoalsare，whatprogresstheyhavemaderecentlyandwhatmoretheyneedtoget．Inthatway，theycanmakeprogresssoon．Thesocialstrategiesinvolvedaskingquestions，cooperatingwithpeers，developingculturalunderstandingetc．ItisobviousthatMongolianstudentsaremorereluctanttoaskoranswerthanChinesestudents．Maybetheyareafraidoflosingfaceoroffendingothers．Ofcourse，theshystudentsareonlysmallpartofthem．Moststudentsusethisstrategyintheirstudy．I"mwillingtorecommendsocialstrategiesinclassfor26 thereasonthatstudyingmustmeetneedsforpracticaluse．Whattheyhavelearnedshouldbeabletofulfillcommunication．Throughcommunicatingwithotherpeople，wecanexamineourabilities．Thecognitivestrategiesinvolvedpracticing，receivingandsendingmessages，analyzingandcreatingetc．Themediumuseofcognitivestrategiesindicatedthatstudentsarelackingabilitiestopracticingandanalyzing．ThisfindingseemsunbelievabletoUS．Chinesestudentsmighthaveatraditionofmemorization，butmostofthemdidnotreceivethistechniquetraining．Theyarenotawareofimportanceofmemorystrategies．Affectivestrategiesenablelearnerstocontroltheiremotions，loweringanxietyandencouraging．Theresultissurprisingforme．MongolianEnglishmajorsshouldusemoreeffectivestrategieswheytheycommunicatingwithothersormakingpresentationinclass．Itisapity，meyarenotawareofpowerofaffectivestrategies．5．3LimitationsOfcourse，therearesomelimitationsinthisstudy．Firstly,thescaleofstudyislimited．Inthisstudy,only95studentsofHulunBuirCollegeareinvolved．Therefore，theyCan’trepresentallMongolianEnglishmajorsinInnerMongolia．AsIknow,InnerMongoliaUniversity,InnerMongoliaNormalUniversity，InnerMongoliaNationalityUniversity,InnerMongoliaNationalCollege．SomeofthemoffercoursesforMongolianstudent5yearsinsuccession．Theresultscannotbesaidtobeabsolutelyconclusive．Secondly,thequestionnaireismainlybasedonOxford’SdesignofSILL．Thestudentsmaynotbeensubmittedtorigorousreliabilityandvaliditychecks．Somespecificstrategiesinquestionnairemayfailtorepresentstrategiesthattheyuse．Andquestionnaireisnotcompletelyinvolvedinallstrategiestheyuseintheirstudies．SophomoreshavelearnedEnglishOVeroneyearinthiscollege，butjuniorshavelearnedovertwoyears．Theyarenotexactlyinsamelevel．Theirlearningstrategiesarealittlebitdifferentfromeachother．Thirdly,thisstudyaimsatfindingoutthatwhichofthesesixstrategiestheyusemostoften．Inthisresearch，Ineglectsomevariables，suchasgender,ageandSOon．Anindividualdifferenceisonesourceofvariationinuseoflearningstrategies．AccordingtoLightbownandSpada(1990)theindividualdifferenceinvolvesfollowingfactors：intelligence；aptitude；personality；27 motivation；attitude；learnerpreferences；learnerbeliefsandage．Ihopefurtherresearchinthisareawillconsiderthesevariablessuchasage；gender；attitude；motivationetc．5．4InspirationsBasedontheresultsofstudy,1willgivesomeinspirationstobothteachersandstudents．Inspirationsforteachers1．Teachersshouldprovidelanguagelearnersopportunitiestoteachortrainlanguagelearningstrategies．Foreignlanguagelearningisacomplexsocialandpsychologyprocess．Classroomteachingandtrainingisthebestwaytohelplearnerstocultivategoodlearningstrategies．Thestudyoflearningstrategiesisveryimportantinforeignlanguagelearning．Asforpedagogy,teachershavealreadyrecognizedthatthelearnersthemselvesaretheoneswhoplaythemoreactiveandcreativeroleinlanguagelearningcourse．2．Tocultivatestudents’positivelearningattitudesandguidetheirformationofgoodlearninghabits．Students’attitudestolearninghaveallimpactnotonlytheeffectsoftheirstudybutalsoontheshapinganddevelopmentoftheirlearningstrategies．Researchershavefoundapositiverelationshipbetweenattitudestowardsforeignlanguagestudyandachievement．3．Itisimportantforteacherstorecognizethatsomestrategiesmaybemoresuitableforsomelearnersthanforothers．Somestrategiesaresuitableandeffectiveforsomegoodlearnersbutmaynotbesuccessfulforsomestudents．Theteachershouldchoosesuitablelearningstrategiesaccordingtothestudents’currentsituation．Inspirationsforstudents1．Tofindlearningstrategiesthatsuitsyou．Goodlanguagelearnersareawareoflearningstylethatsuitsthembest．28 2．Goodlanguagelearnersdon’tacceptthepresentedstrategiespassively,buttheywillgetinvolvedinthestudythemselvesactively．AsEnglishmajors，weshouldtakeeveryopportunitytolearnEnglishwell．．3．Studentsneedtodevelopindependentlearningstrategiesboofclass． REFERENCESAnderson，N．J．(2002)．Theroleofmetacognitioninsecondlanguageteachingandlearning．fromhttp：／／www．cal．org／resources／digest_Bandura，A．(1997)．Self-efficacy：砀Pexerciseofcontr01．NewYork：Freeman．BiMystok，E4TheoreticalModelofSecondLanguageLearning[J】LanguageLearning，1978，(28)：69-84．Bialystok．E．(1981)．Theroleofconsciousstrategiesinsecondlanguageproficiency．ModernLanguageJournal,65，24—35．Bremner,S．(1999)．Languageleamingstrategiesandlanguageproficiency：InvestigatingtherelationshipinHongKong．CanadianModernLanguageReview,55(4)，490-515．Chamot，A．U．(1987)．ThelearningstrategiesofEFLstudents．InA．Wednen&J．Rubin(Eds．)，Learnerstrategyin肠nguagelearning(PP．71—83)．EnglewoodCli倍，N．J．：PrenticeHall-Chamot，A．U．，&0’Malley，J．(1987)．Thecognitiveacademiclanguagelearningapproach：Abridgetothemainstream．TESOLQuarterly,21(2)，227—249．Chamot，A．U．，&Kupper,L．(1989)．Learningstrategiesinforeignlanguageinstruction．ForeignLanguageAnnals，22，13-24．Cohen，A．D．(2005)．Comingtotermswithlanguageleamerstrategies：Whatdostrategyexpertsthinkabouttheterminologyandwherewouldtheydirecttheirresearch?WorkingpaperNo．12．fromhttp；／／erie．org．nz／research_paper／Andrew．CohenEllis，R．(1999)．TheStudyofSecondLanguageAcquisition．Shanghai：上海外语教育出版社．Naiman，N，FrohlichM，Stem，H，Todesco，A．TheGoodLanguageLearnerResearch觑EducationSeriesNo．7[Z]．Toronto：TheOntarioInstitutesforStudiesinEducation．1978．30 O’Malley，J．M．＆A．U．Chamot．(2001)．LearningStrategiesinSecondLanguageAcquisition．Shanghai：上海外语教育出版社．Oxford，R．&D．Crookall．(1989)．Researchonlanguagelearningstrategies：methods，findingsandinstructionalissues．TheModemLanguageJournal，73(iv)，40缸-419．】Oxford，R．(1990)．LanguageLearningStrategies：Whateveryteachershouldknow．Rowley，Mass．：NewburyHouse．Richards，J．C．&C．Lockhart．(2000)．ReflectiveTeachinginSecondLanguageClassrooms．Beijing：ForeignLanguageTeachingandResearchPress。Rubin，J．WhattheGoodLanguageLearner’CanTeachUs【J】．TESOLQuarterly,1975(9)：41-45．Stem，H．(1975)．Whatcanwelearnfromthegoodlanguagelearner?CanadianModemLanguageReview3Wednen&J．Rubin(Eds．)，Learnerstrategyinlanguagelearning(pp．71-83)．EnglewoodCliffs，N．J．：PrenticeHall．Williams，M．andRobertL．Burden．．PsychologyforLanguageTeachers：ASocialConstructivistApproach[M】．Cambridge：cup,1997．Wong—Fillmore，L．TheSecondTimeAround：CognitiveandSocialStrategiesinSecondLanguageAcquisition[D】．UnpublishedPhDDissertation．StanfordUniversity．1976董奇．论元认知[J]．北京师范大学学报，1989，(1)．程晓堂，郑敏，《英语学习策略》【M】，外语教学与研究。塞毯羞玉童韭，《英语学习策略理论研究》，陕西师范大学。Appendix：3l AppendixAStrategyInventoryforLanguageLearning(SILL)ESL／EFLVersion7．0(Englishversion，Oxford，1989)ThefollowingsarestatementsaboutlearningEnglish．Pleasereadeachquestionandfillinanumber(from1to5)thatmostappropriatelydescribesyourlearningsituationontheanswersheet．1．Neveroralmostnevertrueofme2．Usuallynottrueofme3．Somewhattrueofme4．Usuallytrueofme5．Alwaysoralmostalwaystrueofme“Neveroralmostnevertrueofme"’meansthatthestatementisveryrarelytrueofyou．。"Usuallynottrueofme”meansthatthestatementistruelessthanhalfthetime．“Somewhattrueofme”meansthatthestatementistrueofyouabouthalfthetime．“Usuallytrueofme”meansthatthestatementistruemorethanhalfthetime．“Alwaysoralmostalwaystrueofme’’meansthatthestatementistrueofyoualmostalways．Answerintermsofhowwellthestatementdescribesyou．Donotanswerhowyouthilll【youshouldbe，orwhatotherpeopledo．Therearenorightorwronganswerstothesestatements．Allquestionsshouldnotbeleftblank．PleaseanSWereachquestion．PartOneMemoryStrategies1．IthinkofrelationshipsbetweenwhatIalreadyknowandnewthingsIlearninEnglish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123452．IusenewEnglishwordsinasentenceSOIcanrememberthem⋯⋯⋯⋯⋯．．123453．IconnectthesoundofanewEnglishwordandallimageorpictureofthewordtohelpmeremembertheword⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．123454．IrememberanewEnglishwordbymakingamentalpictureofasituationinwhichthewordmightbeused⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．1234532 5．IuserhymestoremembernewEnglishwords．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．123456．IuseflashcardstoremembernewEnglishwords⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．123457．IphysicallyactoutnewEnglishwords⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯I23458．IreviewEnglishlessonsoften．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．123459．IremembernewEnglishwordsorphrasesbyrememberingtheirlocationonthepage，ontheboard，oronastreetsign⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．12345PartTwoCognitiveStrategies10．IsayorwritenewEnglishwordsseveraltimes⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234511．ItrytotalklikenativeEnglishspeakers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234512．IpracticethesoundsofEnglish．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234513．IusetheEnglishwordsIknowindifferentways⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234514．IstartconversationsinEnglish．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234515．1watchEnglishlanguageTVshowsspokeninEnglishorgotomoviesspokeninEnglish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234516．IreadforpleasureinEnglish。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234517．1writenotes，messages，letters，orreportsinEnglish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．1234518．IfirstskimanEnglishpassage(readOVerthepassagequickly)thengobackandreadcarefully⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234519．IlookforwordsinmyownlanguagethatalesimilartonewwordsinEnglish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234520．ItrytofindpattemsinEnglish．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234521．IfindthemeaningofallEnglishwordbydividingitintopartsthatIunderstand⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234522．Itrynottotranslateword—for-word⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234523．ImakesummariesofinformationthatIhearorreadinEnglish．．．．．．．．．．．．．．．．12345PartThreeCompensationStrategies24．TounderstandunfamiliarEnglishwords．Imakeguesses⋯⋯．⋯⋯．⋯．⋯．．1234525．WhenICan’tthinkofawordduringaconversationinEnglish，Iusegestures⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234526．ImakeupnewwordsifIdonotknowtherightonesinEnglish⋯⋯⋯．1234533 41．IgivemyselfarewardortreatwhenIdowellinEnglish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234542．InoticeifIamtenseornervouswhenIamstudyingorusingEnglish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234543．1writedownmyfeelingsinalanguagelearningdiary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．1234544．ItalktosomeoneelseabouthowIfeelwhenI锄learningEnglish．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．12345PartSixSocialStrategies 45．IfIdonotunderstandsomethinginEnglish，Iasktheotherpersontoslowdownorsayitagain⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234546．IaskEnglishspeakerstocorrectmewhenItalk⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1234547．IpracticeEnglishwithotherstudents⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234548．IaskforhelpfromEnglishspeakers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234549．IaskquestionsinEnglish．⋯⋯．⋯⋯⋯⋯．⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234550．ItrytolearnaboutthecultureofEnglishspeakers．．⋯．⋯⋯⋯．．．⋯⋯⋯．⋯．⋯⋯12345StudentBackgroundInformationQuestionnaire1．Name：3．Gender：(1)male口(2)female口4．ApproximatelyhowlonghaveyoustudiedEnglish?：()5．AcademicLevel：(1)Freshman(2)Sophomore(3)Junior(4)Senior()6．HowstrongisyourlevelofmotivationtolearnEnglish?(1)VeryLow(2)Low(3)Average(3)High(5)Veryhigh()7．HowcertainareyouthatyoucouldlearnEnglishverywell?(1)VeryLow(2)Low(3)Average(3)High(5)VeryHighAppendixB35 英语学习策略问卷调查您好!为了进一步了解内蒙古蒙授英语学生学习英语的态度及学习策略情况，做了本次问卷调查。希望您能根据实际情况回答，帮助我完成这份问卷。谢谢您!以下为有关学习英语的描述。请阅读每一项叙述，然后选择答案(卜5)在答案卷上以表明该叙述对您的真实程度。1．我几乎从不如此2．我通常不会如此做3．我有时候会如此做4．我通常会如此做5．我几乎总是会如此做1．学习英文时，我会把新学的东西与已学过的部分做联想。⋯⋯⋯⋯123452．我会用新学的单词造句，以加深记忆。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123453．我会把英文单词的发音与其相关的形象或图形联想，以帮助记忆。．123454．我记新的英文单词时会想象在什么情况下会使用到这个字。⋯⋯．123455．我利用相似式的发音或押韵来记新的英文单词。⋯⋯⋯⋯⋯⋯⋯⋯⋯123456．我会使用单字卡来背英文生字。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123457．我会用肢体语言来帮助记忆单词。比如说我当刚认识Hit是“打”的意思，我就会边念Hit，边用手比划一下“打"的动作。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123458．我会时常复习英文功课。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123459．我会靠英文单词或片语出现在书上，黑板上或标志上的位置来记忆。l234510．我会反复练习说或写英文生字。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234511．我会尝试说的和英语为母语的人一样。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯12345 12．我会练习英语发音。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234513．我会以不同方式练习我所学的英文。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234514．我会以英语与他人交谈。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234515．我会看英语电视节目或电影。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234516．我阅读英文书刊以作为娱乐，消遣。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l234517．我用英文来通讯、写笔记、书信或做报告。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234518．阅读英文时，我会先很快浏览英文文章，然后再回头仔细研究。⋯⋯1234519．我看到英文单词时会想一想中文里哪一个字有类似的意思。⋯⋯⋯⋯l234520．我在阅读英文时，会分析英文的句型以增进了解。⋯⋯⋯⋯⋯⋯⋯⋯1234521．我会把一个英文生字分解成几个我认得的部分，以找出它的意义。⋯1234522．在理解英文时，我会避免逐字翻译。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234523．我会将我所听到的和读到的英文做成摘要笔记。⋯⋯⋯⋯⋯⋯⋯⋯⋯l234524．我遇到不熟悉的英文字时，我会猜一猜它的意思。⋯⋯⋯⋯⋯⋯⋯⋯1234525．在英语会话中，若我想不起来某个字，我会使用手势或动作来表达。1234526．当我不知道确切的英文字时，我会自己造字(发明新的单词)来表达(如用airball来表达汽球balloon)。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234627．在阅读英文遇到新的单词时，我不会每个字都去查字典。⋯⋯⋯⋯⋯l234528．用英语交谈时，我会试着去猜测别人下一句要说的英文。⋯⋯⋯⋯⋯1234529．当我想不起某个英文字时，我会使用意思相通的字或词来代替。⋯⋯l234537 30．我会尽其所能地寻找各种方式来运用我所学的英文。⋯⋯⋯⋯⋯⋯⋯1231．我会留意我自己的英语错误，并利用它来改进我的英文程度。⋯⋯⋯1232．当别人说英语时，我会留意听。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1233．我会试着去找如何学好英语的方法。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯12334．我会订立时间表，以使自己有足够的时间学习英语。⋯⋯⋯⋯⋯⋯⋯1235．我会留心寻访我可以用英语交流的对象。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1236．我会寻找聚会多多阅读文。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1237．我会订立明确的目标来增进我的英语力。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1238．我会关心自己学习英语进步的形。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234539．每当我感到害怕使用英语时，我会设法放松自己的心情。⋯⋯⋯⋯⋯1234540．即使很怕犯错误，我仍会鼓励自己说英语。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l234541．每当我的英语表现良好，我会奖励自己。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l234542．当我读英文或说英语的时候，我会注意自己是否会紧张。⋯⋯⋯⋯1234543．我会在笔记本上写下自己学习的英语的得。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234544．我会和别人讨论自己学英语的受。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234545．假如在英语会话中，我有听不懂的地方，我会要求对方说慢一点或重说一j寇。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234546．说英语时，我会请求对方纠正我的错误。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234547．我会与其他同学练习文。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯12345 48．我会向外国人助。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234549．我会尝试着用英文问问题。⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯1234550．我会尝试着学习了解英语系国家的文化(以说英语为主的国家)。123451．姓名：2．年龄：岁3．性别：男口女口学生背景资料问卷4．请问您学习英语已有多长时间：——年()5．年级：(1)大一(2)大二(3)大三(4)大四()6．您觉得您自己学英语的动机有多强?(1)没有任何动机(2)动机不很强(3)普通(4)动机很强(5)动机非常强()7．请问您觉得您能把英文学好的信心有多高?(1)没有任何信心(2)信心不很强(3)普通(4)信心很强(5)信心非常强39