| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === The purpose of this study is to explore elementary school students’ language learning strategies use as well as test external variables affecting the choice of language learning strategies. In addition to surveying elementary school students’ language learning strategies, the study tested external variables such as gender, years of learning as a function of learning, outside learning experience, and district distributions as well. Particpants included 740 sixth graders from five counties in central Taiwan who took the Strategy Inventory of Language Learning Strategies (SILL); the finding revealed the strategies used by elementary school students.
Results from questionnaire were analyzed using an independent sample t-test and a one-way ANOVA. The findings are as follow:
(1)Elementary school students in central Taiwan demonstrated a medium to low frequency use of language learning strategies.
(2)No gender difference was found in elementary school students’ language learning strategies use.
(3)Elementary school students showed significant differences in their language learning strategies use in terms of years of learning. Students who had more than four years of learning experiences displayed significant differences from those of fewer than four years.
(4)Significant differences were found in elementary school students’ language learning strategies in outside learning experiences; more experienced students tended to use language learning strategies frequently.
(5)Municipal elementary school students were better at use language learning strategies in comparison to those of rural ones, and districts adjacent to urban areas also showed a better performance in language learning strategies use.
Conclusions and limitations of the current research as well as pedagogical implications and suggestions for further research are provided.
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