{"title":"探索第二语言熟练程度、语言学习策略和自我效能之间的关系:来自智利课堂的证据","authors":"Marco Cancino, Renata Arenas, C. Herrera","doi":"10.4995/rlyla.2022.16122","DOIUrl":null,"url":null,"abstract":"Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development oflearners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE.","PeriodicalId":42090,"journal":{"name":"Revista de Linguistica y Lenguas Aplicadas","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms\",\"authors\":\"Marco Cancino, Renata Arenas, C. Herrera\",\"doi\":\"10.4995/rlyla.2022.16122\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development oflearners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE.\",\"PeriodicalId\":42090,\"journal\":{\"name\":\"Revista de Linguistica y Lenguas Aplicadas\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2022-07-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista de Linguistica y Lenguas Aplicadas\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4995/rlyla.2022.16122\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista de Linguistica y Lenguas Aplicadas","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4995/rlyla.2022.16122","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
摘要
语言学习策略(LLS)的使用和二语自我效能感(SE)被认为是第二语言学习者发展的关键(Rose et al.,2018)。尽管这两个变量之间的关系已经在文献中得到了讨论,但在EFL语境中,人们很少关注二语水平如何与这两个结构相关。因此,本定量研究收集了智利一所大学47名成年英语学习者的LLSs、SE认知和二语水平之间的关系。结果显示,口语SE与认知策略之间以及写作SE与记忆策略之间存在显著的强相关性。语言能力和接受能力(听力和写作SE)之间存在微弱但显著的相关性。教育意义是指英语教师如何增加学习者对元认知策略的使用,并提高他们的SE。
Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from chilean classrooms
Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development oflearners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners’ use of metacognitive strategies and increase their SE.
期刊介绍:
The Revista de Lingüística y Lenguas Aplicadas aims to contribute to thedissemination of scholarly research in the field of language study, especially thatof specialised languages. Whether from a theoretical or a practical perspective,contributions discussing any of the following areas are of particular interest: Discourse Analysis Language Teaching Terminology and Translation Languages for Specific Purposes (LSP) Computer-Assisted Language Learning (CALL) Its a peer-review yearly journal of linguistic studies, designed to target an international readership and to contribute to the promotion of knowledge regarding applied linguistics.