Literaturnachweis - Detailanzeige
| Autor/in | Yang, Nae-Dong |
|---|---|
| Titel | Understanding Chinese Students' Language Beliefs and Learning Strategy Use. |
| Quelle | (1993), (19 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | College Students; Cultural Traits; English (Second Language); Foreign Countries; Higher Education; Language Attitudes; Learning Strategies; Second Language Learning; Second Languages; Taiwan |
| Abstract | A study investigated the language attitudes and language learning strategies of 505 undergraduate students of English as a Second Language (ESL) in Taiwan. All had studied English formally for at least seven years; few had lived or traveled abroad. The subjects were administered three questionnaires: a language beliefs inventory; language learning strategies inventory; and individual background survey. Results show four kinds of student beliefs about English language learning: a strong sense of self-efficacy about learning English and positive expectation of outcomes; high value placed on the learning of English; endorsement of the concept of language learning ability, with varying perceptions of the characteristics of a good language learner; and strong beliefs favoring traditional, formal language instruction. Six groups of language learning strategies also emerged: formal oral-practice strategies; strategies for compensating for limited knowledge; social strategies such as help-seeking and correction-seeking; metacognitive strategies to manage or regulate learning, such as self-monitoring; functional practice strategies, such as actively seeking opportunities to use English; and cognitive-memory strategies, including direct analysis, transformation, association, or synthesis of the target language. The study also compared results with similar studies of American ESL students. Instructional and research implications are noted. Survey data are appended. Contains 22 references. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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