学习策略与调查研究CET成绩

1、学习策略与调查研究CET成绩    Keywords: learning strategies; four English; test scores; researchSince the 1970s, has been applied linguistics research focus gradually turned to the subject of study for learners, second language / foreign language learners in the learning process and inpidual

2、 differences are widespread attention. Practice shows that long-term study learners in the learning motivation, attitudes, language learning strategies, cognitive styles and so there are many differences, of which language learning strategies because of their complexity and importance of research in

3、to this important part of language researchers for different types of learners use language learning strategies carried out a lot of discussion, such as O'Malley & Chamot (1990) who studied the language of good and poor learning in language learning strategy use differences and learning stra

4、tegies and performance related. 1 China Qiu-Fang Wen (1996), Yan Ling Zhang Bin and Shi (2004), also in-depth study of the relationship between learning strategies and academic achievement. 2-3 and some researchers, such as: LIU Dan-dan (2002), Wang Yu (2002), Wu Xia, Wang Qiang (1997), respectively

5、, for reading, listening, vocabulary, different learning strategies are specific aspects of the study. 4-6 a second language / foreign language learning strategy research has become a hot research in Applied Linguistics.First, the definition and classification of learning strategies learning strateg

6、ies 1 strategy for the definition of the meaning of learning, second language / foreign language acquisition researchers have explained the existence of different angles, while learning strategies and study skills for the distinction between learning strategy is consciously or unconsciously, there a

7、re still differences and other issues. 7, different researchers give different learning strategies defined, such as O'Malley & Chamot that learning strategies are used to help learners understand themselves, learn or retain new information, special insights and behavior 1. Although there is

8、not a learning strategy agreed definition, but the learning strategies of some of the notable features is widely recognized, such as learning strategy is to improve the second language learner, or foreign language proficiency and the means of the approach taken, it runs through the language learning

9、 and use of the whole process of learning strategy is flexible, affected by many factors, etc. 7. (2) the classification of learning strategies on the classification of learning strategies in foreign countries are more typical of O'Malley & Chamot, Oxford and Cohen et al classification. O

10、9;Malley & Chamot the learning strategies into metacognitive strategies, cognitive strategies and social policy 1. Metacognitive strategies for planning, monitoring and evaluation of learning activities, skills, cognitive strategies and language learning materials is directly linked, often appli

11、ed to specific learning activities, social policy is to maintain communication and to take learners to a variety of strategies . This classification stems from empirical research, with a certain representation, a more systematic and comprehensive, so for the most cited researchers in general and ref

12、erence (such as Chengyue Fang, 2003; Wang Yu, 2002, etc.) 5,8. Oxford based language learning strategies and materials into direct relationship to learning strategies and indirect strategies strategy 9. The purpose of the use of strategies according to Cohen, the strategy is pided into language lear

13、ning strategies and use of language strategies 10. In the country is mainly text Qiufang (1996) classification, that learning strategies into management strategies and language learning strategies, with the former management of the learning process, which has a direct relationship with the learning

14、materials, language learning strategies can be further subpided into the form of drilling strategies, functional practice strategies, language strategies 2.Second, the University of CET exam reform to adapt to the new development situation of Chinese higher education, deepen the reform of teaching,

15、the Department of Higher Education in early 2004, the organization developed and piloted in some universities in the country, "College English Curriculum Requirements (For Trial Implementation)" ( hereinafter referred to as "Teaching Requirements"). "Teaching Requirements&qu

16、ot; provisions of college English courses, the teaching objectives are: to develop students' English language proficiency, especially listening and speaking skills so that they work and social interaction in the future can use English effectively in oral and written communication. Since the &quo

17、t;Teaching Requirements" some institutions in the country since the trial began, the new teaching ideas and methods has greatly enhanced the students' interest in learning and learning efficiency, to achieve a personalized learning. To better respond to "Teaching Requirements" imp

18、lementation, as the identification of Chinese college students in English whether "Teaching Requirements" the main means of College English, CET reform is imperative. In 2005 the Ministry of Education formulated the "National College English, CET reform program (Trial)", the rece

19、nt reform measures in accordance with the "Teaching Requirements" to revise the syllabus, the development of new kinds of questions, reform the examination content and style questions . The new CET increased the amount of listening comprehension part of the problem and the ratio, increase

20、the speed reading comprehension tests, increasing the proportion of non-selective questions. Meanwhile, the CET score system is also changed accordingly, to the distribution of test scores in the 290-710 range, which is the normal specific points, the mean is 500 points, no pass score, the standard form of scoring points more accurately reflect and measure students' test s