외국어 학습전략과 학업성취도의 관계
The Relationship of Language Learning Strategies and English Achievements
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A continuing controversy in the language learning strategy research is related to language learning strategies’ relationship to English achievements and their influence on what should be taught. The purpose of the present study was to investigate the relationship between language learning strategy and English achievements. This research was done through the foreign language component of the College Scholastic Ability Test(SAT) and the grammar test. This study surveyed 98 undergraduate students, who were divided into three groups: low, mid and high. The findings of this study were as follows:(1) It is the compensation strategy which the students use the most among the six language learning strategies. (2) Both memory and cognitive strategies show significant differences in how male and female students use them. As an example, female students use more language learning strategies than male do. (3) Both memory and cognitive strategies show significant differences among the three groups in the foreign language component of the Korean SAT. However, only the cognitive strategy shows significant difference in the grammar subject. (4) A statistically significant correlation was found between the foreign language component of the Korean SAT and grammar achievements. In addition, only the cognitive strategy was significantly related to the foreign language component. Conversely both memory and cognitive strategies were related to the grammar achievement. Finally, this research suggests that the cognitive strategy is the best indicator for predicting English achievement in the foreign language component of Korean SAT and grammar learning.
Abstract
A continuing controversy in the language learning strategy research is related to language learning strategies’ relationship to English achievements and their influence on what should be taught. The purpose of the present study was to investigate the relationship between language learning strategy and English achievements. This research was done through the foreign language component of the College Scholastic Ability Test(SAT) and the grammar test. This study surveyed 98 undergraduate students, who were divided into three groups: low, mid and high. The findings of this study were as follows:(1) It is the compensation strategy which the students use the most among the six language learning strategies. (2) Both memory and cognitive strategies show significant differences in how male and female students use them. As an example, female students use more language learning strategies than male do. (3) Both memory and cognitive strategies show significant differences among the three groups in the foreign language component of the Korean SAT. However, only the cognitive strategy shows significant difference in the grammar subject. (4) A statistically significant correlation was found between the foreign language component of the Korean SAT and grammar achievements. In addition, only the cognitive strategy was significantly related to the foreign language component. Conversely both memory and cognitive strategies were related to the grammar achievement. Finally, this research suggests that the cognitive strategy is the best indicator for predicting English achievement in the foreign language component of Korean SAT and grammar learning.
참고문헌 (19)
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