喀麦隆高中英语语言学习策略在网络环境中的应用

Anthony Fonebi
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摘要

在最好的情况下,学习和掌握英语需要时间、努力和承诺。这种语言习得必须经历几个阶段。对于说其他语言的人来说,特别是那些在中学和高中的人,通常没有足够的时间。在网络学习的背景下,这些学习者遇到的困难和挑战有时是无法克服的。这些学习者需要策略和结构。本文调查了高中英语学习者在网络教学和互动中使用的英语学习策略。受访者是喀麦隆农村公社Santchou政府双语高中的中学生。在2019冠状病毒病大流行期间,学校转向在线教学。108名受访者完成了一份语言学习策略调查问卷。该研究同时使用了定量和定性分析。对收集到的数据进行分析表明,根据个人资料变量分组时,受访者在在线环境下使用英语语言学习策略的情况没有显着差异。在网络环境和自主学习中,被调查者依赖于记忆、认知、元认知、情感、社会和补偿策略来达到不同的效果。总体平均值为3.35。补偿策略和元认知策略的使用率较高,分别为3.48和3.44。使用最少的是社交策略。研究者得出结论:第二语言学习与习得和语言学习策略量表之间存在一定的关系。该研究希望能在网络环境下改善英语课程、教学和教学方法。在日常教学中应该有意识地整合学习策略。未来的研究应该集中在整合语言学习策略的在线英语学习上。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon
Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.
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