【摘要】 本研究旨在探讨基于Oxford’s (1990) Strategy Inventory for Language Learning (SILL)的国内大学生学习策略与英语成绩的相关,并探讨影响二者关系的研究特征的调节作用。通过文献检索,纳入文献41篇,产生48个独立研究样本,总样本量为8689。结果表明,大学生学习策略与英语成绩呈从小到中等程度的显著正相关。记忆策略、情感策略与英语成绩的相关受被试类型、考核方式的调节作用;学习策略与英语成绩的相关不受出版类型的影响。更多还原

【Abstract】 The Strategy Inventory for Language Learning(SILL) was developed by Oxford(1990) as an instrument for assessing the frequency of strategy use by learners. SILL classifies language learning strategies into six categories: memory,cognitive,compensation,metacognitive,affective,and social. This paper meta-analyzes the correlations in 41 published research reports,including 48 study samples,conducted in Mainland China,with a specific focus on the relationships between Chinese university EFL students’ reported use of SILL and their English achievement,and the moderating effects of primary study characteristics on their correlations. The results indicated that six dimensions of SILL correlated significantly with English achievement,with the positive effect sizes ranging from small to medium. The correlations between memory strategies and English achievement,and affective strategies and English achievement were moderated by types of participants and tests; and in addition,the correlations between six language learning strategies and English achievement were not moderated by types of publications. Implications of the findings are discussed and future directions for research are suggested.更多还原