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通过问卷调查的形式,对260名非英语专业大学新生的语言学习观念和学习策略进行了调查,并对结果进行了描述性统计分析和相关性分析。结果表明大一新生对各种语言学习观念缺乏明确的认知,各项学习策略的使用频率偏低。皮尔森相关分析表明记忆策略不与任何一类观念呈显著相关;语言性质观念和学习动机均与认知策略、补偿策略、元认知策略、情感策略和社会策略呈显著正相关。交际策略观念与补偿策略、元认知策略、情感策略和社会策略呈显著正相关。因此,教师有必要给新生输入正确的学习观念并有针对性地进行相应的策略培训,提高学习观念向学习策略运用转化的自觉性,实现二者的相互促进。
Through the questionnaire survey, 260 non-English major freshmen’s language learning concepts and learning strategies were investigated, and the results were descriptive statistical analysis and correlation analysis. The results show that freshmen lack of a clear understanding of various language learning concepts, the use of various learning strategies is low. Pearson’s correlation analysis showed that memory strategies were not significantly related to any kind of notion; the concepts of language nature and learning motivation were positively correlated with cognitive strategies, compensatory strategies, metacognitive strategies, affective strategies and social strategies. There was a significant positive correlation between communicative strategies and compensation strategies, metacognitive strategies, affective strategies and social strategies. Therefore, it is necessary for teachers to input correct concepts of learning to new students and to conduct corresponding strategies training accordingly, so as to improve the consciousness of learning concepts and their transformation into learning strategies and achieve the mutual promotion of the two.