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台灣大學生對多媒體英文學習看法與學習成效之研究 ; A Research of Taiwanese College Students' Perceptions toward Using Multimedia in English Learning and Its Efficacy
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Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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探討桌上遊戲對於提升幼兒於詞彙發展之成效 ; Effects of Board Game on Improving Children’s Vocabulary Abilities
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外語學習者對於手機裝置為語言學習工具之實務評估 ; Practical Evaluation of a Mobile Language Learning Tool for EFL Learners
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學前迅吃兒童語速、語音清晰度和不流暢之研究 ; A Study on Comparing the Speech Rate, Intelligibility and Disfluency between Preschool Cluttering and Non-Cluttering Children
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全英語教學對國小六年級學生聽力及口說之影響 ; Implementing English as a Medium of Instruction to Promote English Learning of Sixth Graders
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族語沉浸教學對幼兒族語態度及跨語言態度之影響 ; The Influence of the Aboriginal Language Immersion Program (ALIP) on Children’s Attitudes toward Aboriginal Language and Cross-languages
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臺灣大學生閱讀與應試策略運用研究 ; A Study of Reading & Test-Taking Strategy Use Adopted by College Students in Taiwan
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線上廣泛閱讀對於偏鄉國小學童英語學習成效之探討 ; The Effects of Applying the Online Extensive Reading Program for Rural Elementary School Students on English Learning
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Developing a Hla’alua Learner’s Guide: In Search of an Auxiliary Remedy for Hla’alua Revitalization (Exegesis) and A Hla’alua Learner’s Guide (Creative component)
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Developing a Hla’alua Learner’s Guide: In Search of an Auxiliary Remedy for Hla’alua Revitalization (Exegesis) and A Hla’alua Learner’s Guide (Creative component)
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重要他人對學前迅吃兒童觀點之研究 ; The Viewpoints of Significant Others on Preschool Children with Cluttering
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屏東縣國民小學中年級客語沉浸教學之歷程與成效 ; The Process and Effectiveness of Hakka Language Immersion Program Implemented in the 3rd & 4th Graders’ Classes in the Elementary Schools of Pingtung County
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性別差異於英語學習信念與學習策略使用 ; Gender Differences in English Learning Beliefs and Learning Strategy Use
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Abstract:
先前的文獻指出，外語學習之信念會影響其學習策略之使用。本研究旨在探討英語學習信念與策略使用之關連性，以及性別之差異。三百二十二位南部技職院校學生(男生：155，女生：167) 填寫二份「語言學習信念量表 (BALLI, Horwitz, 1987)」及「語言學習策略量表 (SILL, Oxford, 1990)」，並有31位學生 (男生：15，女生：16)進行訪談，藉此與問卷資料相互對照及深入了解其英語學習行為與學習困難。研究結果發現：(1) 在學習信念方面，大學生有強烈的英語學習動機，並認為學習英語最好的方法是不斷反覆練習；(2) 男學生與女學生尤其在「語言學習本質」(the nature of language learning) 與「外語學習天賦」(foreign language aptitude) 之信念有極大差異；(3) 大學生使用學習策略頻率並不高，最常使用的策略為「補償策略」 (compensation)，而最少使用的為「社交策略」(social) 與「情感策略」(affective)；(4)男女在策略使用上有顯著差異，女學生比男學生使用較多「後設認知策略」(metacognitive) 與「記憶策略」(memory)；(5) 英語學習信念與策略使用有顯著的相關性(r = .63, p < .05)，尤其是女學生 (r = .77, p < .05) 比男學生 (r = .24, p < .05) 的相關係數高很多；(6) 文法與單字知識不足為大學生在學習英語最感到困難之處。最後，依據研究結果，提供相關教學建議及對未來研究方向，以做教學及未來研究參考。 ; Previous literature has indicated that foreign language learning beliefs may have impact on its strategy use. This study aimed to examine such relationship. Gender differences were further probed. Two standardized questionnaires concerning the beliefs (BALLI, Horwitz, 1987) and the strategy use (SILL, Oxford, 1990) were administered to 322 college students (M = 155, F = 167) in southern Taiwan. Thirty-one students (M = 15, F = 16) were further interviewed to consolidate the data obtained from the questionnaires and to identify their English learning behaviors and difficulties. The important findings are : (a) in English beliefs, the college students reported having strong motivation in learning English, and to repeat and practice a lot was believed to be the best way of learning English; (b) the male and female learners were found having very different beliefs in the nature and aptitude of learning English; (c) they were also found to be moderate strategy users with the highest use in compensation strategies, and lowest use in social and affective strategies; (d) gender differences concerning strategy preferences were particularly found in their use of metacognitive and memory strategies with female superiority to the male learners; (e) beliefs about English learning were significantly correlated with the frequencies of strategy use (r = .63, p < .05), with much higher correlation found in the females (r = .77, p < .05) than in the male counterparts (r = .24, p < .05); (f) insufficient grammar and vocabulary knowledge presented the greatest challenge for these college students in learning English. Pedagogical and research implications of the results were provided to conclude this study.
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Keyword:
gender differences;language learning strategies;beliefs about language learning;English learning difficulties; 性別差異;語言學習策略;語言學習信念;英語學習困難
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URL: http://140.127.82.166/bitstream/987654321/17801/-1/103NPTU0741009-001.pdf
http://140.127.82.166/handle/987654321/17801
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一位臺灣大學英語教師之教學信念與語言轉換 ; A Taiwanese College English Teacher's Teaching Belief and Code-switching Practice
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幼兒園推動本土語言的歷程探究 ～與閩南語邂逅 ; The Research of Promoting Taiwanese Course in Pershool
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戲劇策略融入課程對幼兒衝動控制行為之影響 ; The Effects of Integrating Drama Strategies into Curriculum on Children's Impulsive Behaviors
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戲劇活動融入沉浸式幼兒族語教學之協同歷程 ; The Cooperative Process of Integrating Drama Activities into Children’s Indigenous Language Immersion Teaching
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Developing a Hla’alua Learner’s Guide: In Search of an Auxiliary Remedy for Hla’alua Revitalization (Exegesis) and A Hla’alua Learner’s Guide (Creative component) ...
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台灣高齡學習者的英語學習動機和單字學習策略 ; Taiwanese Older Adults' English Learning Motivation and Vocabulary Learning Strategies
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