A Study of English Learning Strategies Used by Grade-Three Students in Senior Middle School
|School||Northeast Normal University|
|Keywords||English learning the students in Grade Three of senior middle school learning strategy suggestion|
In 2003, according to the thoughts and requirements of the overall curriculum reform in the ordinary senior high schools, and based on the English curriculum standards for Compulsory Education (Trial Draft), the Ministry of Education of our country formulated The English Curriculum Standards for Ordinary Senior High Schools (Trial Draft), in which it reaffirmed that forming effective English learning strategies is one of the general goals for the English curriculum in ordinary senior high schools.Learning strategies includes cognitive strategies, metacognitive strategies, communicative strategies and emotional strategy. In the process of the second language learners’ learning, learning strategies support the solid foundation of linguistics, thus it promotes to raise the level of foreign language. At the same time, the research of learning strategies is the need of one’s own development. It also improves the students’ qualification to adapt to the rapid development of society.To form effective learning strategy is the task requirement for English curriculum of basic education stage according to The English Curriculum Standards of Ordinary High School. Meanwhile the learning strategies is one of the goals of English course in the high school. The teacher should guide students and help them form their characteristic of learning strategies which suit themselves, and adjust learning strategies according to their own learning need so as to improve their ability of independent learning and lay the foundation in the following lifelong learning.Grade three is the cohesion stage from high school to college, improving the cohesion of school and university is student’s need, and is also the need of educationThis study used the students in Grade Three of several senior high schools in Jilin Province, as the study object. The questionnaires of this study mainly consulted the language learning strategies and the hierarchical descriptions in The English Curriculum Standards for Ordinary Senior High Schools (Trial Draft) in our country. And the interview was rearranged according to the body part of the questionnaires on the concepts of English language learning, which was about the key elements that decided the success or failure of learning.The data of this study was analyzed by the statistical software, and the results show that: Among these four kinds of learning strategies, the students in Grade Three of senior middle school used the self-management strategy most frequently. In the comparisons between the high-score and the low-score students, between the boys and girls, and between the science and arts students, the general trends were basically the same with the past ones. There was no significant difference between the students in Grade Three in the prefecture-level cities and non-prefecture-level cities,. It showed that the difference in the degrees of carrying out the new standards was very little among the areas of our province. Cognitive strategies were more related with the English grades than the other strategies.The whole thesis is made up of five chapters. Chapter One introduces the background and significance of research. Chapter Two introduces the definition and classification of language learning strategies, and the current situation of language learning strategy at home and abroad. Chapter Three introduces the design idea of this study. Chapter Four introduces the data analysis and results. Chapter Five has a conclusion of the thesis.