一项关于非英语专业研究生英语学习策略使用情况的研究-豆柴文库

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一项关于非英语专业研究生英语学习策略使用情况的研究
Introduction:
Withtheglobalizationoftheworld,Englishhasbecomeauniversallanguageandamediumofcommunicationamongpeopleofdifferentculturesandnationalities.Asaresult,ItisessentialforindividualstopossessadequateEnglishproficiency.Fornon-EnglishspeakerswhodesiretopursuehighereducationinanEnglish-speakingcountryorbecomeproficientinEnglishforworkpurposes,Englishlanguagelearningplaysavitalrole.However,learningEnglishcanprovetobechallengingfornon-Englishspeakers,especiallythosewhodonothavealinguisticbackground.
Manystudieshavebeencarriedoutonthetopicoflanguagelearning.Therefore,identifyingthelearningstrategiesthatEnglishlearnersemployandunderstandinghowsuchmethodsleadtoimprovedlearningoutcomesisvital.Inthisresearch,weexploretheEnglishlearningstrategiesemployedbynon-Englishspeakinggraduatestudents.
ResearchQuestions:
1.WhatarethemostcommonstrategiesforEnglishlanguagelearningadoptedbynon-English-speakinggraduatestudents?
2.Howmuchvariationisthereamongdifferentnon-English-speakinggraduatestudents'Englishlanguagelearningstrategies?
Methodology:
Thestudyincluded100non-English-speakinggraduatestudentswhowerestudyinginaforeignuniversity.Datawascollectedthroughanonlinequestionnaire,whichwascreatedaccordingtotheliteraturereview.Thedatacomprisesbothqualitativeandquantitativemethodstoprovideacomprehensiveunderstandingoftheresearchquestions.Thesurveyisdividedintotwoparts,demographicinformation,andquestionsrelatedtothelanguagelearningstrategiesthatstudentsadopt.
Results:
Thestudyrevealedthatthestudentsemployedarangeoflanguagelearningstrategies,includingcognitive,metacognitive,affective,andsocialstrategies.Cognitivestrategieswerethemostcommonlyusedlearningstrategyreported,followedbymetacognitive,affective,andsocialstrategiesinthatorder.Amongthecognitivestrategies,languagelearnersreportedthatmemorization,repetition,andtheuseofdictionarieswerethemosteffectiveforlearningEnglish.Whenitcomestometacognitivestrategies,learnersreportedthatplanning,self-monitoring,andgoal-s