英語學習策略與英語學習成就之相關研究－－以屏東縣國小六年級學童為例

The Study of the Relationship between English Learning Strategies and English Learning Achievement--A Case Study of Pingtung County

本文目的在探討國小學童的英語學習成就與英語學習策略之間的相關性，研究者利用黎瓊麗等人(2006)先前改編Oxford的SILL（英語學習策略量表），及台南市國小英語聽力與閱讀理解電腦化評量之乙卷當成研究工具，以屏東縣之國小六年級學童為研究對象，經研究者利用問卷所得之資料與學童進行電腦英語測試所得之成績進行統計分析得知，屏東縣小六學生之英語學習策略與英語學習成就有顯著正相關。換句話說，使用英語學習策略越頻繁的小六生，其英語學習成就表現越好，反之，越不常使用英語學習策略之小六生，其英語學習成就表現越差，研究者並根據研究結果在實務上及未來研究上提出建議，以供英語學習者、教學者及相關之人士參考。

The purpose of this paper was to study the relationship between sixth-grade students’ English learning strategies and English learning achievement in Pingtung County. The authors used the English Learning Strategy Scale (Li, 2006) and the English Listening and Reading Comprehension Test for Elementary School Student in Tainan as the research instruments. The study subjects were the sixth-grade students in Pingtung County. After the authors collected data and conducted SPSS, they found that the relationship between the sixth-grade students’ English learning strategies and English learning achievement was significantly positive in Pingtung County. In other words, the more sixth-grade students used English learning strategies, the better their English achievement was. The less sixth-grader students used English learning strategies, the worse their English achievement was. Based on the study result, the authors offered some suggestions and recommendations for English learners and English teachers.