【正文】 o me, which has always been supporting me. Responsibility for the final version is, of course, mine alone. 重慶文理學(xué)院英語專業(yè)學(xué)士學(xué)位論文 Appendix 13 Appendix 語言學(xué)習(xí)策略量表 非常感謝您能抽出一點寶貴的時間來進(jìn)行這次調(diào)查，請按照自己平時的學(xué)習(xí)情況對照下表如實填寫。 [14] 吳一安 劉潤清 , 1993， 中國英語本科生素質(zhì)調(diào)查報告 [J],《 外語教學(xué)與研究 》 第 1期 , 3646 頁。 Wenden. (1987). Learner Strategies for Second Language Acquisition. Englewood Cliffs, NJ: Prentice Hall. [8] Stern. (1983). Fundamental Concepts of Language Teaching. Oxford, .: Oxford University Press. [9] Wharton, G. (20xx). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203243. [10] 劉電芝 , 20xx, 《 學(xué)習(xí)策略研究 》 [M], 北京：人民教育出版社。 third, it was the first time for the present writer to study this issue so it was not very clear to some concepts which need further discussions. However, this study holds the value of reference in the degree. To some extent, it reflects the general situation of the learning strategies used by the English majors. And it may offer some help to the training of learning strategies to the English majors. 重慶文理學(xué)院英語專業(yè)學(xué)士學(xué)位論文 Bibliography 11 Bibliography [1] Chamot, . (1987). The Learning Strategies of ESL Students. Englewood cliffs, NJ: Prentice Hall. [2] Cohen, . (1998). Strategies in Learning and Using a Second Language. London: Addison Longman Limited. [3] Green, J., amp。 1 of the 6 items was above . In other words, 4 pensation strategies (items 24, 25, 27 and 28) were sometimes used and one pensation strategy (item 29) was usually used. In Part D (item 30 to 38), the mean score of each item ranged from to . All the 9 items were between to . Namely, all the 9 metacognitive strategies were sometimes used. In Part E (item 39 to 44), the mean score of each item ranged from to . 2 of the 6 items were below , and the other 4 items were between to . In other words, 4 affective strategies (item 39, 40, 41, 42 and 44) were sometimes used. In Part F (item 45 to 50), the mean score of each ranged from to . 1 of the 6 items was below 。 Part F (items 4550, social strategies): these involve learning by interaction with others. For each item, there is a fivepoint scale ranging from 1 to 5. 1= “never or almost never true of me”, 2= “usually not true of me”, 3= “sometimes true of me”, 4= “usually true of me”, and 5= “always or almost always true of me”. The students would choose 1 from 15 to report their degree for each item. For the participants to understand clearly, the writer used Chinese version of the SILL. Data Collection The present writer and his friends distributed 80 questionnaires to the students. The students were given fifteen minutes to finish the questionnaire in classroom. All subjects received uniform instructions as to how to fill out the SILL in order to minimize confusion. The participants were not asked to report their own specific strategies. And we gave the subjects a list of strategies and asked them to report to make choice of each item. And we were able to get mean scores of each item in the questionnaire through the investigation. Based on the mean score, we would be able to analyze the characteristics of them. It is not difficult for the instruction and monitor of the investigation because the number of participants was small in each class. And most of the participants answered the questionnaires seriously. Then the writer and his friends took the answer sheets back. Due to various reasons there were 77 questionnaires, which were collected. However, the number of the questionnaires was enough to be calculated. The data collection in the study was conducted mainly through the questionnaire. For each item in the questionnaire, it is a fivepoint scale. The raw data were processed to obtain the mean score of each item. Each item was converted into threefrequency scale: low, medium and high (see Table ) Table : Frequency Scale Mean Score Evaluation Mean Score Frequency Always or almost always used High Usually or often used Medium Sometimes used Generally not used Low Never or almost not used 瞿進(jìn) Learning Strategies among English Majors in CUAS 6 Results and Analysis Results The number of students choosing in the fivepoint scale, the mean score of each item and the average score of each part were calculated to get the mean scores for the whole subject. (see Table ) Table : Data Item No. The number of Ss. Choosing 1 The number of Ss. Choosing 2 The number of Ss. Choosing 3 The number of Ss. Choosing 4 The number of Ss. Choosing 5 Mean Score Part A 18% of All the Items Average Score 1 3 26 19 24 5 2 2 24 30 17 4 3 5 27 28 16 1 4 12 34 19 12 0 5 9 34 18 10 6 6 31 30 7 6 3 7 20 36 17 3 1 8 8 30 29 9 1 9 14 21 23 13 6 Part B 28% of All the Items Average Score 10 5 6 14 23 29 11 3 17 37 9 11 12 1 10 34 23 9 13 13 26 26 10 2 14 3 28 31 12 3 15 2 22 29 20 4 16 4 33 20 14 6 17 11 40 22 3 1 18 4 17 33 19 4 19 6 27 18 24 2 20 7 27 26 14 3 21 6 19 27 21 4 22 2 15 35 19 6 23 16 31 17 11 2 重慶文理學(xué)院 20xx 級英語專業(yè)學(xué)士學(xué)位論文 7 Item No. The number of Ss. Choosing 1 The number of Ss. Choosing 2 The number of Ss. Choosing 3 The number of Ss. Choosing 4 The number of Ss. Choosing 5 Mean Score Part C 12% of All the Items Average Score 24 1 19 27 20 10 25 5 25 23 19 5 26 29 24 17 4 3 27 6 19 22 20 10 28 6 21 21 23 6 29 0 10 23 32 12 Part D 18% of All the Item