This study assesses changes in the use of language learning strategies by 18 Irish students of German over the course of their 4-year undergraduate degree. The Strategy Inventory for Language Learning was used to assess the use of language learning strategies by these 18 students in year 2 and again in year 4.udThe 18 students were then classified as having “higher” or “lower” levels of proficiency based on their grades in their oral examination in year 2. This procedure was repeated on the basis of the grades attained by these 18 students in their oral examination in year 4. Strategic behaviour was compared for a) those achieving “higher” levels of proficiency in both years, b) those achieving “lower” levels of proficiency in both years, c) “improvers”, i.e. those with “lower” levels of proficiency in year 2 and “higher” levels in year 4, and d) “disimprovers”, i.e. those with “higher” levels of proficiency in year 2 and “lower” levels in year 4.udThe findings indicate that, in general, as language learners progress, they use more cognitive, metacognitive, social and memory-related strategies. This trend is particularly noticeable among more effective learners.udud
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机译:这项研究评估了18名爱尔兰德语学生在其4年制大学学位课程中使用语言学习策略的变化。语言学习策略清单被用来评估这18名学生在第二年和第四年再次使用语言学习策略的情况。 ud然后根据这18名学生的能力,将其分为“较高”或“较低”水平他们在第二年的口语考试中的成绩。在这18名学生在第四年的口语考试中获得的成绩的基础上,重复了此程序。比较了a)在两个方面都达到“较高”水平的学生的战略行为年,b)两年均达到“较低”水平的人员,c)“改进者”,即在第二年中水平“降低”而在第四年中达到“较高”水平的那些,以及d)“反改进者”,例如,在第二年的水平中“较高”的水平,在第四年的水平“较低”的水平。 ud研究结果表明,总体而言,随着语言学习者的进步,他们会使用更多与认知,元认知,社交和记忆相关的策略。这种趋势在更有效的学习者中尤为明显。 ud ud
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