Abstract

Research on the use of English learning strategies of language learners has a strong practical significance on the effectiveness for learning patterns change and even the entire basic education curriculum reform. It is one of the five objectives in the new National English Curriculum. It is one of the basic goals for students to have a high level of learning effectiveness. So, it is of great importance to do an investigation on English learning strategies of senior middle school students. Confronting intense pressure of the University entrance examination, it is suggested that students should not only know what to learn, but also how to know. Based on the previous studies of English learning strategies, this paper focuses on the investigation of the use of English learning strategies of senior-middle-school students in the Third Middle School, Huining, Gansu Province. The classification of learning strategies put forward by famous educators such as Oxford, Michael O’Malley and Anna Chamot are used in the research. The author does an investigation on the effects of the use of learning strategies on academic achievements of senior middle-school students. What is more, class observations, interviews and questionnaires are used in this paper to find out the results of the situations of the use of learning strategies.

Through the research of the project, the author finds out that the students who use more learning strategies have better English academic achievements, besides successful learners use more learning strategies than unsuccessful learners.

As a guide for language learners, it is momentous to have a good command of knowledge about English learning strategies. It is essential for teachers to instruct students on the best use of English learning strategies. The suggestion of this thesis is to inspire teachers how to provide guidance to the students. First, the quantity of the guidance of English learning strategies should be moderate. Second, some lectures about English learning strategies should be given among students. Thirdly, the choices of the guidance about English learning strategies need to meet different students. Fourthly, teachers should make a note of students’ academic achievements as well as their use of English learning strategies.

Key words: English learning strategies ；academic achievements；senior–middle-school students

Contents

Abstract

摘要

1 Introduction-1

1.1 General description of the research-1

1.2 Significance of the research-1

1.3 Construction of the present research-2

2 Literature review-3

2.1 Learning strategies-3

2.1.1 Definition of learning strategies-3

2.1.2 Classification of learning strategies-4

2.2 Previous researches related to the present research-5

2.3 Innovation of the present research-7

3 Methodologies-8

3.1 Research purposes-8

3.2 Research questions-8

3.3 Research subjects-8

3.4 Research instruments-9

3.4.1 Class observation-9

3.4.2 Questionnaires-10

3.4.3 Interview-13

3.5 Data collection-14

4 Results and discussion-15

4.1 Results-15

4.1.1 The types of learning strategies used in English teaching and learning-15

4.1.2 The frequency of different learning strategies used in English learning-16

4.2 Discussion-18

4.2.2 Principles for the effective use of learning strategies in English teaching-18

5 Conclusions-19

5.1 Major findings-19

5.2 Pedagogical implications to the use of learning strategies in English learning and teaching-20

5.3 Suggestions to future researchers-20

References