作 者：施敏洁[1] 机构地区：[1]浙江万里大学 浙江宁波 315100 出 处：《南昌教育大学学报》2017年第4期共2页Journal of Nanchang College of Education 基 金：宁波市2017年教育科学规划探讨课题成果,项目编号YGH059 摘 要：本文应用定量探讨的措施,研讨了48名高分组和48名低分组日语系初级阶段学习者的日语学习策略和日语系四级成绩之间的联系.统计略论表明,被试的语言学习策略使用处于中等水平,高、低分组学生在认知策略、补偿策略、元认知策略方面存在显著异同,认知策略和补偿策略与日语系四级成绩之间存在显著的正相关联系.说明学习策略的使用对日语成绩有作用.This study investigates, discusses 48 high-score group and 48 low-score Japanese professional primary stage of learning Japanese relationship between learning strategies and Japanese professional four grades. Statistical analysis indicated that the use of language learning strategies at a medium level, high, low group students have significant differences in cognitive strategies, compensation strategies, metacognitive strategies, there is significant correlation among cognitive strategies and compensation strategies and Japanese professional four grades. Note the use of learning strategies have an impact on the Japanese record. 关 键 词： 分 类 号：H36[语言文字—日语] ，日语论文，日语论文 |
