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语言学习者学业成绩相关因素的研究一直受到国内外研究者的关注。对黑龙江省三所高校的400名大学二年级非英语专业学生进行问卷调查,了解性别及学习动机、学习策略等相关因素与CET4成绩之间的关系。通过SPSS17.0对数据进行处理分析,结果表明:(1)性别、动机、策略与CET4成绩之间的相关均达到显著水平;(2)性别作为学习策略和CET4成绩的调节变量,调节效应显著;(3)学习动机作为学习策略和CET4成绩的中介变量,中介效应显著。各因素与CET4成绩之间的关系研究对语言教师及学习者都有很大的启示。
The study on the relevant factors of academic achievement of language learners has always been the focus of researchers at home and abroad. A questionnaire survey was conducted among 400 sophomore non-English majors in three universities in Heilongjiang Province to find out the relationship between gender and learning motivation, learning strategies and other related factors and CET4 scores. SPSS17.0 was used to analyze the data. The results showed that: (1) The correlation between gender, motivation, strategy and CET4 scores reached significant level; (2) Gender was the adjusting variable of learning strategies and CET4 scores, and the adjusting effect was significant ; (3) learning motivation as a mediating variable of learning strategies and CET4 scores, the mediating effect is significant. The relationship between the factors and CET4 scores on language teachers and learners have great inspiration.