A Survey on the English Learning Strategy of the Rural High School Students and Urban High School Students

Autor/in	Hu, Yanfeng
Titel	A Survey on the English Learning Strategy of the Rural High School Students and Urban High School Students
Quelle	In: English Language Teaching, 2 (2009) 3, S.232-236 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	High School Students; Rural Schools; Urban Schools; Comparative Analysis; Learning Strategies; English (Second Language); Statistical Analysis; Questionnaires; Cooperative Learning; Affective Behavior; Metacognition; Memorization; Foreign Countries; China + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Fragebogen; Kooperatives Lernen; Affective disturbance; Active behaviour; Affektive Störung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnistraining; Ausland
Abstract	This paper aims to investigate the overall characteristics of the rural and urban high school students' learning strategy selection and use. The results indicate that the general frequency of the subjects' learning strategies selection and use is not satisfying. Among the six learning strategies, the most used strategies are affective strategies, and the least used strategies by the subjects are social strategies. What's more, the research results show that the urban students, compared to the rural ones, do better in using all the strategies. But through T-test analysis we can find that there is only significant difference in the using of compensation and social strategies between them and no evident distinction exists between the two groups when using metacognitive, cognitive, affective and memory strategies. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01