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以700名中学生为对象,采用问卷调查法和个别访谈法收集数据,探讨了中学生交流意愿、学习策略和英语成绩的关系。结果表明:交流意愿和英语口语成绩之间存在非常显著的正相关,通过回归分析发现,朋友熟人、个人面对面交谈、公共演讲和陌生人四个因子可以直接预测中学生口语成绩。中学生学习策略与英语笔试成绩之间存在非常显著的正相关,通过回归分析发现,认知策略、元认知策略、记忆策略和情感策略可以直接预测中学生笔试成绩。学习策略中介效应检验结果表明:交流意愿不仅直接影响英语成绩,而且通过学习策略间接影响英语成绩,其学习策略的中介效应占总效应的比例是66.5%。
A total of 700 middle school students were enrolled in this study. Data were collected using questionnaires and individual interviews to explore the relationship between middle school students’ willingness to communicate, learning strategies and English achievement. The results show that there is a significant positive correlation between Willingness to Communicate and Oral English scores. Through regression analysis, it is found that there are four factors: face to face conversations, public speeches and strangers. There is a significant positive correlation between learning strategies and English written test results. Through regression analysis, it is found that cognitive strategies, metacognitive strategies, memory strategies and affective strategies can directly predict the written test scores of middle school students. The test result of learning strategy intermediary effect shows that willingness to communicate not only directly affects English achievement, but also indirectly influences English achievement through learning strategy, and the proportion of intermediary effect of learning strategy in the total effect is 66.5%.