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学习策略是一个多元化、多层次的策略体系,不同的学习者往往采用不同的学习策略。本文首先介绍了英语学习策略的定义及各种归类方法,然后通过定量研究方法,探讨了大学一年级新生学习策略的特点、不同性别学生使用学习策略的偏向性、英语专业与非英语专业学生使用学习策略的差异、以及学习策略与四级成绩的相关性等四个研究问题。研究对浙江万里学院424名大一学生学习策略进行问卷调查,结果显示:大一学生使用最多的是情感策略,其次是补偿策略,其他学习策略使用相对偏低;女生相对于男生更善于使用学习策略;英语专业学生在使用学习策略频率要高于非英语专业学生;学习策略中的记忆策略与四级考试成绩相关性最高。
Learning strategy is a diversified, multi-level strategy system, different learners often adopt different learning strategies. This paper first introduces the definition of English learning strategies and various classification methods, and then through quantitative research methods, discusses the characteristics of freshmen learning strategies, gender bias in the use of learning strategies, English majors and non-English majors Using the difference of learning strategies, and the correlation between learning strategies and fourth grade scores. The study of 424 freshmen in Zhejiang Wanli University conducted a questionnaire survey on the learning strategies. The results showed that the most commonly used freshmen were emotional strategies, followed by compensation strategies, while the other learning strategies were relatively under-utilized. Girls were more adept at using learning than boys Strategy; English majors use learning strategies more frequently than non-English majors; and learning strategies have the highest correlation with the fourth grade test scores.