淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-2008200913473400
中文論文名稱 台北高中生之英文學習信念與英文學習策略之研究
英文論文名稱 A study of beliefs about English learning and the use of English learning strategies of senior high school students in Taipei
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 97
學期 2
出版年 98
研究生中文姓名 呂栢嘉
研究生英文姓名 Po-Chia Lu
學號 694010652
學位類別 碩士
語文別 英文
口試日期 2009-07-09
論文頁數 115頁
口試委員 指導教授-王藹玲
委員-林怡弟
委員-林志誠
中文關鍵字 高中生  英文學習策略  英文學習信念 
英文關鍵字 senior high school students  English learning strategies  beliefs about English learning 
學科別分類 學科別人文學語言文學
中文摘要 本研究目的在於探討台北高三學生的英文學習信念和英文學習策略,並其兩者間之相關處。研究對象為台北某高中111位高三學生,同時採用質與量的研究方法,調查工具為『語言學習信念』以及『語言學習策略』之問卷,此外,本研究也使用半結構式訪談,更深入的探討。研究結果顯示,高三學生使用各種學習策略來幫助學習英文,他們最常使用的策略類型依使用頻率分別為補償策略、情感策略、後設認知策略、認知策略、社交策略,最少使用的策略為記憶策略。大體上,該群學生的學習信念是正面的,多數的學生認同英文的重要性,並表示喜歡英文,因此願意培養良好的英文會話能力。另一方面,研究結果也顯示學生有關動機的信念與多數學習策略的使用相關。然而,研究也發現學生在學習信念與學習策略上有不吻合之處。本研究最後並進一步提供英語教學上之應用與未來研究之建議。
英文摘要 This study aims to investigate high school students’ beliefs about language learning, language learning strategies and the correlation of both. To do this, Oxford (1990)’s Strategy Inventory for Language Learning (SILL) questionnaire and Horwitz (1987)’s Beliefs about Language Learning Inventory (BALLI) questionnaire were administrated in this study as the quantitative measurement. As for the qualitative method, this study applied semi-constructed interviews. The results revealed that these twelfth graders used a variety of strategies. They are, in the order frequency of use, compensation strategies, affective strategies, metacognitive strategies, cognitive strategies, social strategies, and, last, memory strategies. Their beliefs about language learning were overall positive for their learning. Most of the students endorsed the importance of English and were fond of English, thus willing to learn to speak well. The Pearson Correlation also revealed that their motivations related to the use of the most strategies. Nonetheless, the results also found mismatches between their strategy use and language learning beliefs. At the end of this study, pedagogical implications and suggestions based on the results were provided.
論文目次 Table of Contents IV
List of Tables VI
Table of Figures VIII
Chapter 1 INTRODUCTION 1
Background and Motivation 1
The Purpose of the Study 4
Research Questions: 4
Terminology 4
Chapter 2 Literature Reviews 6
Language Learning Beliefs 6
Definitions 6
Learners’ Belief System 8
Studies on Language Learning Beliefs 9
Language Learning Strategies 12
Definitions 12
Typology 13
Studies on Language Learning Strategies 20
The relationship between language learning beliefs and language learning strategies 24
Chapter 3 Methodology 29
Participants 29
Instrumentation 30
Quantitative Methods 30
Qualitative Method 33
Data Collection 34
Date Analysis 34
Chapter 4 Results and Discussions 35
Quantitative results 35
Language Learning Beliefs 35
Language Learning Strategies 44
The Relation between Language Learning Strategies and Beliefs 58
Qualitative Results 65
The Results of Interviews 65
Discussions 74
Discussions on Results from BALLI 74
Discussions on Results from SILL 78
Discussions on the Relation between Language Learning Strategies and Beliefs 82
Discussions on interview results 86
Chapter 5 Conclusions, Implications, and Suggestions 88
Conclusions 88
Pedagogical implications 90
Limitations of This Study 92
Suggestions for further research 92
References 95
Appendix 1 Beliefs about language learning inventory (English version) 113
Appendix 2 Strategy Inventory for Language Learning (English version) 105
Appendix 3 Beliefs about Language Learning Inventory (Chinese version) 108
Appendix 4 Strategy Inventory for Language Learning (Chinese version) 111
Appendix 5 Background Survey Questionnaire 115

List of Tables
Table 2.1 Tarone’s strategy classification 14
Table 2.2 Rubin’s classification scheme 16
Table 2.3 Oxford’s language learning strategy system 19
Table 3.1 Questions used in the student interviews 33
Table 4.1.1 Frequency(%), mean and standard deviation of the BALLI’ items on foreign language aptitude. 36
Table 4.1.2 Frequency(%), mean and standard deviation of the BALLI’ items on the difficulty of language learning. 37
Table 4.1.3 Frequency (%), mean and standard deviation of the BALLI’ items on the nature of language learning. 39
Table 4.1.4 Frequency (%), mean and standard deviation of the BALLI’ items on learning and communication strategies 40
Table 4.1.5 Frequency (%), mean and standard deviation of the BALLI’ items on motivations. 41
Table 4.1.6 The ten items with the highest means and the ten items with the lowest means on BALLI 43
Table 4.2.1 Frequency (%), mean and standard deviation of the SILL’s items on memory strategies. 46
Table 4.2.2 Frequency (%), mean and standard deviation of the SILL’s items on cognitive strategies. 48
Table 4.2.3 Frequency (%), mean and standard deviation of the SILL’s items on compensation strategies. 50
Table 4.2.4 Frequency (%), mean and standard deviation of the SILL’s items on metacognitive strategies. 51
Table 4.2.5 Frequency (%), mean and standard deviation of the SILL’s items on affective strategies. 53
Table 4.2.6 Frequency (%), mean and standard deviation of the SILL’s items on social strategies. 54
Table 4.2.7 Rank ordering of the strategy categories according to frequency of usage 55
Table 4.2.8 The ten strategies with the highest means of use frequency and the ten strategies with the lowest means of use frequency 57
Table 4.3.1 Items Correlation Coefficients between BALLI and SILL over 0.400 59
Table 4.3.2 Paired items with correlation coefficient over .400. 61

Table of Figures
Figure.1 Dansereau’s overview of the learning strategies system …………………..16
Figure 2 Abraham and Vann’s Model of Second Language Learning………………25
參考文獻 References
中文部分
楊淑晴(民國80年)高中學生英文學習策略、學習類型與英文性向之相關研究。 碩士論文。台灣:國立台彎師範大學。
英文部分
Abraham, R. G. & Vann, R. J. (1987). Strategies of two language learners: a case study. In Wenden A. and Rubin J. (Eds) Learner strategies in language learning (pp. 85-102). London, UK: Prentice Hall.
Alexander, P.A. & Dochy F. (1995). Conceptions of knowledge and beliefs: a comparison across varying cultural and educational communities. American Educational Research Journal, 32, 413-42.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed). NY: Longman.
Chamot, A. U. & O’Malley, J. M. 1987. A cognitive academic language learning approach: an ESL content-based curriculum. Wheaton, MD: National Clearinghouse for Bilingual Education.
Chamot, A. U.,O’Malley, J. M., Kupper, L. & Impink-Hernandez, M. V. (1987) A study of learning strategies in foreign language instruction: first year report. Washton, DC: Interstate Research Associates.
Chang, H. H. (2005) The relationship between extrinsic/intrinsic motivation and language learning strategies among college students of English in Taiwan. Unpublished master thesis. Min Chuan University, Taiwan.
Chang, S. F., & Huang, S. C. (1999). Taiwanese English learners’ learning motivation and language learning strategies. Proceedings of the 16th conference on English teaching and learning in the Republic of China. Taipei: The Crane Publishing Co.
Chen, I. J. (2002) Language Learning Strategies Used by High and Low English Proficiency Students in a Technology College. Unpublished master thesis. National Changhua University of Education, Taiwan.
Cheng, Y. P. (2005) Senior High School Students' Perceptual Learning Style Preferences and Language Learning Strategies. Unpublished master thesis. National Changhua University of Education, Taiwan.
Cohen, A. D. (1998) Strategies in learning and using a second language. England: Longman.
Cotteral, S. (1995) Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Dansereau, D. F. (1985) Learning strategies research. In J. W. Segal, S. F. Chipman, and R. Glaser (Ed.), Thinking and learning skills, Vol.1, 209-39. Hillsdale, NJ: Erlbaum.
Green, J. M. & Oxford, R. (1995) A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-97.
Gremmo, M. J. & Riley, P. (1995) Autonomy, self-direction and self-access in language teaching and learning: a history of an idea. System, 23(2), 151-164
Griffiths, C. (2007) Language learning strategies: students’ and teachers’ perceptions. ELT Journal, 61, 91-99.
Griffiths, C. & Jordan, D. (2005) Strategies for success in IELTS. Retrieved September 29, 2008, from the World Wide Web:
http://www.crie.org.nz/research_paper/research.html
Ellis, R. (1994) The study of Second Language Acquisition. NY: Oxford University Press.
Ehrman, M. E. & Oxford, R.L. (1995) Cognitive plus: correlates of language learning success. Modern Language Journal, 79, 67-89.
Flavell, J. H. (1987) Speculation about the nature and development of metacognition, in F. E. Weinert and R. H. Kluwe (eds ). Metacognition, Motivation and Understanding. Hillsdale, NJ: Erlbaum.
Horwitz, E. K. (1985). Using beliefs about language learning and teaching in the foreign language methods course. Foreign language annals 18, 330-34.
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Wenden A. and Rubin J. (Eds) Learner strategies in language learning (pp. 85-102). London, UK: Prentice Hall International.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern language journal 72, 282-94.
Horwitz, E. K. (1990) Attending to the affective domain in the foreign language classroom. In S. Magnan (Eds) Shifting the instructional focus to the learner. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Hsiao, T., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368-383.
Hsieh, P.C. (2006) Junior high school students’ English learning strategy use and its relationships with their English achievement. Unpublished thesis. Tunghai University, Taiwan.
Huang, S. C. (1997). Taiwanese senior high school student’s EFL learning: Focus on learning strategies and learning beliefs. Unpublished doctoral dissertation, Indiana University, Indiana. Retrieved from ProQuest Digital Dissertation.
Hunt, M. (1982). The universe within: the new science explores the human mind. NY: Simon & Schuster.
Kern, R.G., 1995. Students' and teachers' beliefs about language learning. Foreign Language Annals 28, 71-92.
Ku. P. N. (1995). Strategies associated with proficiency and predictors of strategy choice: a study of language learning strategies of EFL students at three educational levels in Taiwan. Unpublished doctoral dissertation. Indiana university. Bloomington. Indiana. USA.
Kunt, N., 1997. Anxiety and beliefs about language learning: a study of Turkish-speaking university students learning English in north Cyprus. Unpublished PhD thesis, The University of Texas at Austin, Austin, TX.
Kuntz, P. (1996). Beliefs about language learning: the Horwitz model. ERIC Document Reproduction Service No. ED 397 649.
Lin, T. C. (2006) EFL technological university students’ uses of language learning strategies and beliefs about language learning. Master thesis, Southern Taiwan University, Taiwan.
Liao, Y. F. (2000). A study of Taiwanese junior high school students’ EFL learning motivation and learning strategies. Unpublished master thesis. National Changhua University of Education, Changhua, Taiwan.
Liu, M. L. (2004). A study of beliefs about language learning and learning strategies of senior high school students. Master thesis, National Kaohsiung Normal University, Taiwan.
Locastro, V. (1994) Learning strategies and learning environments. TESOL Quarterly 28, 409-414.
Mantle-Bromley, C. (1995) Positive attitudes and realistic beliefs: links to proficiency. Modern Language Journal 79, 372-386.
Mori, Y. (1999). Epistemological Beliefs and Language Learning Beliefs: What Do Language Learners Believe About Their Learning? Language Learning 49, 377-415.
Nikitina, L. & Furuoka, F (2006) Re-examining Horwitz’s Beliefs about Language Learning Inventory (BALLI) in the Malaysian context. Electronic Journal of Foreign Language Teaching 3(2), 209-219. Retrieved August 30, 2008, from the World Wide Web:
http://e-flt.nus.edu.sg/
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985a) Learning strategies used by beginning and intermediate ESL students. Language Learning 35, 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P. & Kupper, L. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly 19, 557-854.
O’Malley, J. M., Chamot, A. U. (1990) Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M., Russo, R. P. & Chamot, A. U. (1983) A review of the literature on learning strategies in the acquisition of English as a second language: The potential for research applications. Rosslyn, VA: InterAmerica Research Associates.
Oxford, R. L. (1990) Language learning strategies: What Every Teacher Should Know. New York: Newbury House.
Oxford, R. L. & Burry-Stock, J. A. (1995) Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
Park, G.P. (1995) Language learning strategies and beliefs about language learning of university students learning English in Korea. Unpublished PhD thesis, The University of Texas at Austin, Austin, TX.
Peng, I. N. (2000) EFL Motivation and Strategy Use Among Taiwanese Senior High School Learners. Unpublished master thesis. National Taiwan University of Education, R.O.C.
Porte, G. (1988) Poor language learners and their strategies for dealing with new vocabulary. ELT journal 42, 167-72.
Richards, S. (1998) Learning English in Hong Kong: making connections between motivation, language use, and strategy choice. In: Pennington M. C. (Eds), Language in Hong Kong at Century’s End. Hong Kong: Hong Kong University Press, 303-328.
Riley, P. (1997) ‘‘BATs’ and ‘BALLs’: Beliefs about talk and beliefs about language learning’. In L. Dickinson (ed.) Autonomy 2000: The Development of Learning Independence in Language Learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly 9, 41-51.
Rubin, J. (1987) Learner strategies: theoretical assumptions, research history and typology. In: Wenden, A.L., Rubin, J. (Eds.), Learner Strategies in Language Learning. (pp. 15-30). London, UK: Prentice Hall International.
Rubin, J. (1981) Study of cogintive processes in second language learning. Applied Linquistics 11,117-31.
Rubin, J. & Thompson, I. (1994) How to be a more successful language learner: toward autonomy (2ed). Boston: Heinle &Heinle Publisher.
Sakui, K. & Gaise, S. K. (1999) Investigating Japanese learners’ beliefs about language learning. System 27, 473-492.
Shih, H. M. (2003). Taiwanese junior high school students’ EFL learning beliefs and learning strategies. Master thesis, National Changhua University of Education, Taiwan.
Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review 34, 304-308.
Tamada, Y. (1997). The review of studies in related to language learning strategies. Eric Document Reproduction Service no. 404857.
Tarone, E. (1980) Communication strategies, foreigner talk, and repair in interlanguage. Language learning 30(2), 417-31.
Tarone, E. (1981) Some thoughts on the notion of communication strategy. TESOL Quarterly 15, 285-95.
Tseng, C. S. (2001) Language learners’ preferences in language learning strategies: focus on personality difference. Unpublished master thesis. National Changhua University of Education, Taiwan.
Wen, Q. & Johnson, R.K. (1997) L2 variables and English achievement: a study of tertiary-level English majors in China. Applied Linguistics 18, 27-48.
Wenden, A. L. (1986). Helping language learners think about learning. English Language Learning Journal, 40(3), 3-12.
Wenden, A. L. (1987). Conceptual background and utility. In: Wenden, A.L., Rubin, J. (Eds.), Learner Strategies in Language Learning (pp. 3-13). London, UK: Prentice Hall.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.
White, C. (1999). Expectations and emergent beliefs of self-instructed language learners. System 27, 443-457.
Yang, N. D. (1999) The relationship between EFL learners' beliefs and learning strategy use. System 27, 515-35.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2010-08-27公開。
  • 同意授權瀏覽/列印電子全文服務,於2010-08-27起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2281 或 來信