An Empirical Study on the Comparison between Strategies on Oral English Classes and Writing English Classes

Autor/in	Ma, Tsinghong
Titel	An Empirical Study on the Comparison between Strategies on Oral English Classes and Writing English Classes
Quelle	In: English Language Teaching, 2 (2009) 2, S.39-45 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; College Freshmen; English (Second Language); Second Language Instruction; Second Language Learning; Comparative Analysis; Correlation; Language Proficiency; Educational Strategies; Learning Strategies; Oral Language; Writing Skills; Questionnaires; Interviews; China + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Korrelation; Language skill; Language skills; Sprachkompetenz; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Oral interpretation; Mündlicher Sprachgebrauch; Writing skill; Schreibfertigkeit; Fragebogen; Interviewing; Interviewtechnik
Abstract	Nowadays, English writing and speaking have received more and more attention at home and abroad. Both scholars and educators have done research on second language learning, especially the learning strategies to facilitate the learning and teaching of English. Among all the branches of English, speaking and writing rank to the most important compared with others. The present study aims to find out the correlation between the use of speaking and writing strategies of students with poor English. As their English is poor, they have to employ mother tongue to help their speaking and writing of a second language. The subjects of the present study are students in a vocational institute, who want to go abroad after two or three years' study there. Therefore, they have strong motivation. This paper investigated the correlation between their language proficiency levels and their use of strategies and found that these two are closely correlated with each other. Besides, the present study also discussed the correlation between different categories of strategies of speaking and writing, and the results show that cognitive, meta-cognitive, social strategies of speaking and writing are closely correlated. All of these give significant implications to the teachers and investigators of second language learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01