海外英語研修における学習動機と学習ストラテジーに関する一考察

概要

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Results of overseas English training programs are apt to be evaluated by the comparison between a pre-test and a post-test of English competence. Although the program has a great influence on learning motivation and learning strategies of students, they are seldom investigated. In this study learning motivation and learning strategies are investigated by a questionnaire at three learning stages: two months before the program; just after the program; six months after the program. The analysis of the data of a questionnaire shows the following: students are highly motivated just after the overseas English training program, and they are especially integratively motivated. High achievers of JACET listening test are motivated toward learning English more than low achievers. The data shows that students came to adopt some new strategies which they had not used before the program. However, there was no statistical significance in memory strategies. It also suggests that some strategies last long after the program and others soon disappear. Factor analysis suggests that students use a variety of strategies. This may be the proof that students are highly motivated. The comparison of factor analysis scores between high achievers and low achievers indicates that low achievers use more memory strategies than high achievers. This implies that you need some other strategies besides memory strategies to be higher achievers of English.
武庫川女子大学の論文