A Study of Relationships between the CI Scores (E-C) of High-score & Low-score Groups and Their Language Learning Strategies
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| Title | A Study of Relationships between the CI Scores (E-C) of High-score & Low-score Groups and Their Language Learning Strategies |
| Authors | |
| Abstract | This paper investigates the relationships between language learning strategies and consecutive interpretation (CI) scores (E-C) of 120 English major students in China through a quantitative study. The analysis shows that there exist significant differences of using meta-cognitive strategy and cognitive strategy between high-score group and low-score group, sub-CI scores are positively correlated with the two strategies, and meta-cognitive strategy can positively predict the total scores. This indicates that the use of language learning strategies does have an impact on interpreting study. |
| Publisher | ACADEMY PUBLISHER |
| Date | 2011-10-01 |
| Source | Theory and Practice in Language Studies Vol 1, No 10 (2011) |
| Rights | Copyright © ACADEMY PUBLISHER - All Rights Reserved.To request permission, please check out URL: http://www.academypublisher.com/copyrightpermission.html. |