| 摘要: | For many years, the English proficiency of students in vocational colleges has been poor. Teachers face the challenge to help improve college students’English proficiency in a short amount of time. In fact, many factors are responsible for EFL
college students’ poor English competence. Based on a review of the literature,learning achievement was connected with not only learning motivation but also with learning strategies. Therefore, the purpose of the study was to determine which learning strategy the freshmen used most often when learning English. The research instrument was an English learning strategy scale designed by Li et al. (2006), and the
subjects were 246 freshmen who took the General English course at Meiho Institute
of Technology. In order to know the sbjects’ background, the researchers asked the subjects some questions about their background. According to the data collected
from the subjects’ background, the rearchers found that most subjects graduated
from vocational high school, and most of them spend less than one hour per week
learning English after class. Moreover, most subjects did not have any experience to
travel English native speaking countries. Only some of the subjects have earned a
language certificate. More Level A students had a positive English learning experience, but most Level C students had negative English learning experiences.Level A students used the Internet to learn English more frequently, but Level Cstudents seldom used the Internet to learn English. However, both Level A and Level C students would like to improve their English listening,speaking, reading, and writing abilities. On the other hand, based on the data collected from the English learning strategy scale, the findings were that the order of learning strategy use by Level A students from the highest to the lowest was the compensatory strategy, social strategy, cognitive strategy, affective strategy, metacognitive strategy, and memory strategy. The order of learning strategy use by Level C students from the most to the least was the compensatory strategy, affective strategy, social strategy, memory strategy, cognitive strategy, and metacognitive strategy. Finally, the researchers drew a conclusion and provided some implications to English learners and instructors. |
