简介：小学生英语学习的策略摘要近几十年来，第二语言教学的研究重点已从研究教师如何教转移到研究学生如何学，而要了解学生如何学，就要研究学生在语言学习过程中使用的学习策略。在国内外，语言学家和第二语言习得 ...
关键字：小学生英语学习的策略
摘要
近几十年来，第二语言教学的研究重点已从研究教师如何教转移到研究学生如何学，而要了解学生如何学，就要研究学生在语言学习过程中使用的学习策略。
在国内外，语言学家和第二语言习得研究者对二语学习者在语言学习过程中使用的学习策略己经进行了大量的研究。但是，他们大多以成年人为研究对象，而对于青少年二语学习者的研究很少，特别是对少儿二语学习者的研究更是寥寥无几。然而，随着英语在中国各地小学中的普遍开设，小学生己成为二语学习者的一个重要组成部分，因此有必要对他们在二语学习过程中使用的学习策略进行研究。
为了解小学生在语言学习过程中使用学习策略的基本情况，本研究将在访谈的'基础上，参照ebeCCaOxford制定的((语言学习策略量表))(S工LL)设计((少儿英语学习者语言学习策略问卷》，并采用此问卷对小学生进行调查，然后对收集的数据进行定量分析。
本研究结果表明:(l)小学生的学习策略使用总体上处于中等水平，而在六种策略(按照Oxford的分类方法)的使用上，除元认知策略和社交策略处于高级水平外，其他四种策略(记忆策略、认知策略、补偿策略和情感策略)都处于中等水平。其中，元认知策略的使用频率最高，补偿策略的使用频率最低;(2)男、女生在学习策略的使用上存在显著差异，无论是在总体上还是六种策略的使用上，女生都比男生的使用频率高;(3)成功的英语学习者学习策略的使用频率最高，其次是水平一般的学习者，不成功的学习者学习策略的使用频率最低。
基于上述结果，研究者认为:为了提高小学生的英语学习效率，小学英语教师应根据小学生的心理发展水平和认知特点，科学地对他们进行学习策略训练，使他们能够掌握一些基本的学习策略，并在英语学习过程中有意识地使用。
关键词:语言学习策略，小学生，性别差异，语一言水平差异，学习策略训练
In recent decades in the area of second language acquisition there has been a shift in research focus from the teacher to the learner一from exclusive focus on the improvement of teaching efficiency to an increased concern for how learners fulfill their learning tasks. As a
result, studies on language learning strategies started.
Although great achievements have been made at home and abroad, most of the studies in this area are concerned with adult learners. Few were focused on young learners, especially those in elementary schools. However, young learners in elementary schools are an essential part of language learners in China and they learn a second language in a totally different way from the adults. It's worthwhile to carry out a study on language learning strategy use of these young
learners. Therefore, the present study emerges. The findings of the present study are as follows: (1) the overall language learning strategy
use of Chinese young learners is in the medium range; (2) among the six strategy categories metacognitive strategies are the most frequently used whereas compensation strategies are theleast frequently used; (3) there exists statistically significant difference between female and male young learners in language learning strategy use; and (4) there is a positive correlation between young learners' language learning strategy use and their language proficiency.
On the basis of the findings, the researcher suggests that learning strategy training should be conducted for young learners to help them learn to use more learning strategies and discover the learning strategies that suit them best.
Key Words: language learning strategies, young learners in elementary schools, gender difference, language proficiency difference, language learning strategy training
