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通过对260名少数民族外语学习者的问卷调查,探讨了少数民族外语学习者的学习策略使用情况。研究的主要结果有:学生使用的补偿策略多于其他策略,且英语成绩只与补偿策略具有显著相关性;女生使用的记忆策略、认知策略、情感策略和社交策略要多于男生;理工科类学生和艺术类学生在社交策略的使用上有显著性差异;民族文化背景和工作经历对学生的外语学习策略使用没有影响。研究结果为少数民族学生外语教学提供了参考依据。
Through the questionnaire survey of 260 minority foreign language learners, this paper discusses the use of learning strategies of minority foreign language learners. The main results of the study are as follows: the compensation strategies used by students are more than those of other strategies, and the English scores are only significantly related to the compensation strategies; the memory strategies, cognitive strategies, emotional strategies and social strategies used by girls are more than those of boys; There was a significant difference in the use of social strategies between the students of art and the students of art. The ethnic cultural background and work experience had no effect on the students’ foreign language learning strategies. The results provide a reference for minority students in foreign language teaching.