Abstract Language learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

中文翻译：

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语境中的语言学习策略使用：自我效能感和 CLIL 对语言能力的影响

摘要 语言学习策略 (LLS) 被建议用于促进学习和支持学习者自主。外语教育内容与语言的融合增加了认知工作量。此外，自我效能已被确定为策略使用和语言成就的关键预测因素。本研究旨在 (1) 调查基于内容与传统外语环境中 LLS 的使用，以及 (2) 评估 LLS 使用和自我效能对语言能力的影响。参与者是德国的 9 年级内容和语言综合学习 (CLIL) 和普通英语作为外语 (EFL) 的学生 (N=378)。控制一系列混杂变量的结构方程模型表明 (1) CLIL 和 EFL 学生之间的 LLS 使用没有差异。(2) LLS 使用有负面影响，而自我效能预测更高的语言能力。这些结果表明，学生最好通过提高他们的自我效能感来获得支持，同时他们应该仔细选择他们的策略。