An Investigation of the Relationships between Strategy Use and GEPT Test Performance

Abstract

本文報告全民英檢考生之學習策略使用調查並探討策略使用與測驗成績的關係。研究參與對象是567 位全民英檢中級初試(含聽力、閱讀兩項測驗)考生，資料蒐集含學習者策略使用調查問卷與全民英檢中級初試成績(含總分、聽力與閱讀分項成績)。隨後藉由統計分析了解英語學習者在認知策略與後設策略的使用情形，並進一步探討其與測驗成績之間的關係。主要的研究發現含：後設策略使用較認知策略頻繁；部分策略之使用顯著與英語能力相關(對測驗成績具有14%的解釋力)；學習者策略使用的效果因英語能力、技能(聽、讀)的差異有所不同；英語能力較強的學習者使用的策略有別於英語能力較弱者，顯示有些策略確實有助於英語學習。本文最後除提出本研究的限制外，也提出教學建議及未來研究的方向。

This study investigated language learner strategy use reported by 567 Taiwanese EFL learners through a questionnaire and the relationships of strategy use to language performance in the General English Proficiency Test (GEPT)—Listening and Reading, at the intermediate level. Statistical analyses were employed to explore the complex relationships betweentest-takers’ cognitive and metacognitive strategy use and L2 test performance. Major findings include: Learners used more metacogntive strategies than cognitive strategies in general. Some strategies were found to be significant predictors of test performance, accounting for 14% of the variance. Variations in the effect of learner strategy use may be associated with L2 proficiency and the language skill (listening vs. reading) assessed in the test being investigated. Some strategies were used more frequently by the higher achievers, which suggests that particular strategies are useful for EFL learners. Despite the limitations, the findings have a number of implications for pedagogy and future research.