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本调查以内蒙古工业大学非英语专业二年级的109名学生为样本,使用国外流行的英语学习策略量表(SILL)衡量学生的学习策略,探讨非英语专业学生的性别差异与学习策略使用之间的关系。数据分析的结果表明,不同性别的被试在策略的使用上存在差异,但显著性不明显(p<0.05)。最后,本文作者指出课堂教学应激发学生的学习动机和培养学生使用学习策略的意识,进而培养学生的自主学习能力。
This survey uses 109 students from the second year of non-English major of Inner Mongolia Polytechnic University as sample. It uses the popular SILL (Foreign Language Learning Strategies) scale to measure students’ learning strategies and discusses the gender differences and learning strategies of non-English majors Relationship. The results of data analysis showed that there was a difference in the use of strategies among subjects of different genders, but the significance was not significant (p <0.05). Finally, the author points out that classroom teaching should stimulate students’ motivation to learn and develop students’ awareness of using learning strategies, so as to cultivate students’ autonomous learning ability.