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  3. The relationship between language learning strategy preferences and English

The relationship between language learning strategy preferences and English

游客2024-11-03  6
问题     The relationship between language learning strategy preferences and
English proficiency among students puzzles many English learners.
    Language teachers and researchers have long observed that some
learners acquire English as the second or foreign language more quickly【S1】_________________
and effectively than others.  The nature of this marking discrepancy【S2】_________________
among learners has captured the attention of practitioners and researchers
worldwide.  Over the past four decades, researchers have identified a
number of cognitive, affective, and sociocultural factors such as【S3】_________________
significantly contributing to this variety in second language acquisition.【S4】_________________
From this body of research, language learning strategies consistently
have emerged as a particularly significant variable. LLSs are defined as
"specific actions taking by the learner to make learning faster, more【S5】_________________
enjoyable, more self-directed, more effective, and more transferable to
new situations". Stated other way, learning strategies are "measures that【S6】_________________
students can take to promote their own learning success". Although
other scholars within the field of SLA have conceptualized and classified
learning strategies in a variety of ways, Oxford developed the most
comprehensible model to date.  Oxford designed a strategy assessment【S7】_________________
survey based on her classification system.  This assessment tool, the
Strategy Inventory for Language Learning, is current recognized as the【S8】_________________
most comprehensive instrument for identifying strategy preferences of
language learners. As of 1995, it had been used in over 45 major studies
involving in approximately 8,500 learners worldwide. Research findings【S9】_________________
from these studies involving SILL learning strategies have recurrently
indicated significant variation in learning strategy preferences based a【S10】________________
number of learner variables, including gender, motivation, setting,
cultural background, attitudes/beliefs, learning styles, and language proficiency. [br] 【S6】
选项
答案 other—another
解析 代词误用。该句意为“换言之，学习策略就是‘学生们能够采取的用来提高自己的学习成功率的方式’。”other意为“其他的，其余的”，后面要接名词复数，而another意为“另一种，另一个”，后面要接名词单数，故将other改为another。
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