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A study on English learning strategies using in hing middle school3

A study on English learning strategies using in hing middle school3
A study on English learning strategies using in hing middle school3

Contents Abstract (1)

ⅠA brief introduction (2)

ⅡSome fundamental problems in the research on English learning strategies (3)

A. A retrospection of English learning strategies (3)

B. English learning strategies in this essay (4)

1. The definition of English learning strategies in this essay (4)

2. Classification of English learning strategies in this essay (4)

C. Studies on the issues to be discussed in the current study (6)

1. The differences in using strategies between good language learners and bad language learners (6)

2. The strategies used by the good language learners (7)

Ⅲ. Application of questions about English learning strategies in Senior Middle School (8)

A. The main factors that influence students’ English learning strategies (8)

1. Students themselves’ factors (8)

2. Teachers’ tasks (8)

3. The necessity of English study hasn’t been universally rec ognized (9)

4. Lack of good language environment (9)

B. Some other factors affect the choice of English learning strategies (10)

Ⅳ. Some suggestions on English learning strategies (11)

A.The basic principles for English learning strategies (11)

B.The strategies on the process of English learning (11)

1. The strategies in listening (11)

2. The strategies in speaking (13)

3. The strategies in reading (13)

4. The strategies in writing (14)

5. The strategies in grammar study and memorizing words (15)

C.Teacher’s task on students’ learning strategies (16)

Conclusion (17)

Notes (19)

Bibliography (21)

Acknowledgements (23)

Abstract

In the world of economic globalization and social informativization, especially, in the new situation of our stepping up the policy of reform and open to the world, English has become an important tool of our taking part in international communication and competition. Therefore, the necessary of learning English well appeared the outstandingly. Now the schools not only have to teach the students the basic knowledge, but also have to teach the students how to learn. Only the students who are able to learn independently can meet the demands of the modern society. So in this situation, the aim of the foreign language teaching has been enlarged. But how to learn English well? As is well known to all, learning strategy is the key point in English learning, just like learning other subjects. Then what questions do the present high-school students have in English learning strategies, as well as how to solve these problems? This is the impetus for writing this paper.

Key words: English learning strategies; the situation of English learning strategies of senior middle school students

摘要:在经济活动全球化和社会活动信息化的当今世界,在我国加快改革开放和现代化建设步伐的新形势下,英语已成为我国参与国际交往和竞争的重要工具。因此,学好英语的必要性就显得尤为突出了。现在学校不仅得教学生基础知识,而且必须教学生如何学会。只有能独立学习的学生才能适应现代社会的需要。那么在这种情况下,外语教学的目标就被扩大了。但是,怎样才能学好英语啊?众所周知,要学好英语,就像学习其他科目一样,学习策略是关键。那么目前高中生在英语学习策略这块到底有那些问题,以及该如何解决这些问题呢?这就是写本文的推动力。

关键词:英语学习策略,高中生的英语学习状况

English Learning Strategies of Senior Middle

School Students

Ⅰ A brief introduction

With the advancement of science and technology, people find that it takes less and less time to renew the exiting knowledge. And it has challenged the system and ways of the existing education, Now the schools not only have to teach the students the basic knowledge, but also have to teach the students how to learn. Only the students who are able to learn independently can meet the demands of the modern society. So in this situation, the aim of the foreign language teaching has been enlarged. The students should not only be trained to grasp the basic language skills, but also be taught to grasp the language learning strategies.

Learning strategy plays a very important role in language learning. Appropriate use of learning strategy will improve proficiency and raise greater self-confidence (Oxford, 1990)1. English is becoming increasingly important in our society with the fast development of politics, economy, culture and science technology in our country. It is also extremely meaningful for senior students, because English can not only promote students’ language abilities, develop their intelligence, affection and attitudes towards English study, but will definitely have a great influence on their future life, meeting the requirements of constructing our country (English Curriculum Standards for Senior schools (Ministry of Education of P.R of China,2003)2.

In China, in order to meet the demand of the modern society, a new English curriculum for senior schools was formulates by the State Education Committee in 2001, which regulated that the general aim of the English course is to develop the students’ comprehensive ability of using the language. The comprehensive ability of using the language includes language knowledge, language skills, affections and attitude, learning strategies and culture consciousness, with language knowledge and language skills as the basis for the comprehensive ability of using the language. Culture consciousness is the guarantee of using the language properly. Affections and attitude are important factors that affect the study and development of the students.

Learning strategies are the guarantee of improving the learning efficiency and developing the ability of self-study.

ⅡSome fundamental problems in the research on English learning

strategies

A. A retrospection of English learning strategies

Before we begin the study on English learning strategies, it is necessary for us to find out what the English learning strategy is. The study on English learning strategies is a branch of the research on language learning strategies. So it is wise and necessary to go through the history of language learning strategy research.

The research on learning strategies began in 1950s when Bruner put forward the concept of “the cognitive strategy”. And the research on the second language learning strategy began in the United States and Canada in the middle of the 1970s. And the research on language learning strategies in China began at the beginning of 1980s. A lot of researches about language learning strategies have been done among the college students, but much more is waiting to be done, especially in the fields of how to develop the senior high school students’ learning strategies in the process of teaching. Sticking out from those variables, the importance and the great use of the language learning strategy have got popular recognition from linguists and educators abroad and at home (Susan Parks, 2004)3. Just as Oxford and Nyikos (1993)4 claim, the use of appropriate learning strategies enable students to take responsibility for their own learning by enhancing learner autonomy, independence, and self-direction. What’s more, learning strategies are not only the tools for active, self-directed involvement but appropriate learning strategies will facilitate language learning, improve proficiency and set up greater self-confidence (Oxford, 1990,1 )5.

In China, professor Wen Qiufang put forward her own definition (1996)6: Strategies are the measures that are taken to learn more effectively. The definition emphasizes two points: the aim of using strategies lies in improving learning efficiency, the essence of strategies is the action of the learners, not the ideas. The actions can be outer activities as well as inner mental activities. In the new Curriculum the learning strategies refer to the actions and the measures that the

students adopt in order to learn and develop effectively.

B. English learning strategies in this essay

1 The definition of English learning strategies in this essay

So from the retrospection, it is clear that English learning strategies are the measures and actions that the students take so as to make their study more effectively. There are some basic characteristics. First, English learning strategies are taken by the learners when they are facing English learning tasks. Second, language learner strategies enhance language learning and help develop language competence, as reflected in the learners’skills in listening, speaking, reading, or writing English.. Third, English may be visible (behaviors, steps, techniques, etc.) or unseen (thoughts, mental processes). Fourth, English learning strategies involve information and memory (vocabulary knowledge, grammar rules, etc.)

2 Classification of English learning strategies in this essay

We can see from the retrospection, most of the classifications are done according to the process of cognition or the categories of cognitive activities. The senior high students are still in lack of some basic language learning knowledge, so strategy classification should be connected with their learning tasks and learning process, and very detailed strategies should be provided for the students to choose and use. Therefore, maybe it is better to classify the English learning strategies at the high school into 5 categories: metacognitive strategies, cognitive strategies, affective strategies, communicative strategies, resource strategies.

Metacognitive strategies:

Metacognitive strategies are used to appraise, self-direct and oversee the language learning. They involve various processes ad planning, prioritizing, setting goals and self-management.

To clarify one’s goal of English learning and needs

To make plan about one’s English study

To fix the most important things to learn

To direct attention to one’s English study

To explore the methods and ways which is suitable for one’s own English study

To self-monitor one’s learning, to use information to help one to so better

To self-evaluate one’s English sturdy, to find out one’s progress and difficulties in English study

To adapt one’s stuffy method when one finds his learning result is not good enough

To look for opportunities to learn and use as much as possible in English Cognitive strategies:

Cognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning materials. And cognitive strategies are connected with learning tasks. Different cognitive strategies are involves in listening, reading, writing, speaking, grammar learning, words learning and remembering.

To preview the lesson where necessary

To focus one’s attention in the study

To think actively

To review one’s lesson regularly

To catch the key points in one’s study

To try not to translate word for word

Affective strategies:

Affective strategies are those activities learners engage in which afford them opportunities to be exposed to and practice the English language. Although these strategies provide exposure to the English language, they contribute indirectly to leaning since they do not lead directly to the obtaining, storing, retrieving, and using of language.

To develop a positive attitude towards English study

To form interest on English study

Try to relax when feeling anxious or afraid in the process of English study

To encourage oneself to speak and use the language when one feels afraid of making a mistake

To talk with others about how one feels when he is learning English

To notice if one is tense or nervous when he is studying or using English

To write down one’s feeling in English learning diary

Resource strategies:

Resource strategies are those strategies which the students take to obtain more English knowledge or solve the problem they meet in their study by means of referring to libraries, internet, broadcast, television, tape, dictionaries and so on.

To learn English through all kinds of means, e.g. textbook, radio, tapes, TV, CD, libraries and so on.

To look up dictionaries and reference books when one has difficulties in their study

To ask for help from teachers, classmates

To ask for help from English speakers

Communicating strategies:

Communicating strategies are less directly related language learning since their focus is on the process of participating in a conversation and getting meaning across or clarifying what the speaker intended. Communication strategies are used by speakers when faced with some difficulty due to the fact that their communication ends outturn their communication means or when confronted with misunderstanding by a co-speaker.

To try to use English to communicate with others in or after English class

To look for the opportunities to communicate with others in English

To try to use signatures facial expression and other body language in communicate when necessary

To try to overcome the difficulties one meets in real communications in English and maintain the communication

In the communication, try to notice the differences in cultures and customs

Don’t be afraid of making mistakes in the communication

C. Studies on the issues to be discussed in the current study

1. The differences in using strategies between good language learners and bad language learners.

As time went on, people began to suspect that the strategies used by good language learners might as well be used by those who were not good at language learning. To solve the problem, many researches made comparisons between the learning strategies used by good language learners and bad language learners, trying

to find the differences in their language learning strategies. Huang and Van Naerssen (1985)7 compared the strategies used by 20 high scores and 20 low scores. Abraham and Vann (1987)8made a comparison about the difference in the use of strategies between a successful second language learner and an unsuccessful one. Ellis (1994)9 pointed out that although the results were not completely consistent with each other, most of the researchers agreed that there were 5 differences: 1) Good language learners concerned the form of the language, they obtain the language knowledge by using reference books. 2) Good language learners also concern the meaning of the language, trying to guess the meaning from the context, and trying to express their own meaning. 3) Good language learners took an active part in any activity that was helpful to language learning, they would even create chances to learn the language. 4) Good language learners usually were conscious about their learning process. And they can control and adjust their study well according to the situation. 5) Good language learners can use the strategies flexibly and properly.

2 The strategies used by the good language learners

The early researches were mainly done over good language learners, the researchers first tried to find some successful language learners, then tried to find out the strategies they used through face-to-face talk, observation, or questionnaire etc. Then the common features were extracted. Rubin (1975)10 found 7 common features of the good language learners: (1) Be ready to guess. Try to express his/her own ideas. Be willing to appear foolish. Attention is given to language form. Make use of every chance to practice the language. Monitor the language used by others or by oneself. Attention is also given to meaning that the language carries. Naiman etal. (1978)11 summarized 5 common features: 1) They (good language learners) actively engaged in all the opportunities to learn language They perceived that language was a system They noticed that language was a tool for communication They found it necessary to manage their affection They would monitor their behavior connected with second language learning. Although they used different terms to describe the strategies used b the good language learners. We can find them a lot in common, such as willingness to learn. Affection management, concerning language meaning as well as language forms etc.

ⅢApplication of questions about English learning strategies in Senior High School

A. The main factors influence students’ English learning strategies

1. Students themselves’ factors

Most of senior students want to learn English well as they are aware that English will be very important in their life and work. However, many of the students are even not clear about what learning strategy is, not to mention the detailed strategies in different learning tasks such as reading, listening, writing and speaking. Sometimes the students may realize that their learning methods’ are not efficient, but they are not able to adapt other methods to improve their English study. The students seldom look for opportunities or create conditions to use English after class. The students do not actively monitor their output of the English, and it is hard for them to find mistakes in their language. I also find that most of the students can not actively make use of the emotion strategies to overcome the harmful emotional factors.

①. Students’ attitudes and motivation of English learning

English is a compulsory course in senior high school. Every student has to learn it, but different students have different attitudes and motivation. Attitudes and beliefs also have profound effect on the strategies learner choose, negative attitudes and beliefs often lead to poor strategy use or lack of orchestration of strategies. The situation is very obvious in high middle school, some students learn English only because they have to learn it, while some others want to learn to use it in their future work and life. The students with strong motivation tend to use more strategies than less-motivated students, and the particular reason for studying English is important in the choice of strategies.

②. The students’ character differences

Students will perform differently in class according to their different characters. The open and bright ones are good at expressing themselves, so they can get more opportunities of practice. However, the introverted ones are easy to feel themselves inferior. They dare not to say bravely, thus their spoken abilities are hard to improve.1 2. Teachers’ tasks

As we know the personality of the senior middle student have not yet fully

developed, so they are greatly influenced by their teachers. The teaching of a teacher may greatly influenced by their teachers. The teaching of a teacher may greatly influenced the development of the students’ learning strategies. Some teachers attach importance to the development of students learning methods and learning strategies, but some not. Besides, the teacher’s teaching experience, teaching methods, and teaching processor all can subconsciously affect the development of students learning strategies.

As it is mentioned above, many of the senior middle school teachers lack experience in developing the students the learning strategies. It is still different to find the existed theories and methods to guide the senior middle school teachers to teach strategies. Little is known about the present situation in which the senior middle school students are using the English learning strategies, not to mention how the learning strategies should be fostered at the period of senior middle school education. Manage the relationship of teacher and student in classroom well-teachers play the leading role while students play the main role. Teachers’ attitudes to students, teaching methods and contexts all play a vital role in affecting students’English learning strategies.

3. The necessity of Englis h study hasn’t been universally recognized

Teaching and textbook writing syllabuses for senior middle school English postulates that the main aims of senior English include: to development student s’ interests; self-confidence and positive attitude towards learning English; to cultivate the pupils’ languages sense and enable good pronunciation and intonation; to development the pupils’ preliminary ability to use English in daily exchanges and lay a good basis for further study. But, nowadays, the opinion of reading and writing English more as well as listening and speaking English less is deeply rooted because each kind of examination doesn’t value the test of speech ability. According to researching, most of students think that reading and writing are more important than listening and speaking. What’s more, most of their parents believe that the result of English is depended just on an examination paper. Even some teachers have this kind of opinion, so they neglect oral practice in peace time.

4. Lack of good language environment

As the old saying goes: “boxing can not leave hand such as singing can not leave

mouth”. The improvement of English needs a good language environment too. But our Chinese learners are in the English language environment, we have very little chance to speak English except in class. Actually, even in class, if teachers haven’t establish a good environment for speaking English easily and happily, the students

will not participate either.

⒉Some other factors affect the choice of English learning strategies

Besides all of those above, there are still many other factors that influence the learners to choose the strategies in their learning process. Such as The necessities of English study hasn’t been universally recognized, lack of good language environment, as well as age and English stages, task types, learning style, gender, culture background etc.

Age and English stages are important factors. Strategies choice is also influenced by age and English stages, some strategies cannot be used until the learners are old enough, or the English level is high enough. It is believes that the period of middle and high school is the most important period to develop the students’learning strategies.

Task types also influence the choosing of strategies in the English study. Listening, speaking, reading, writing involve different kinds of strategies.

Gender is also an important factor. It has been reported that females and males prefer to use different kinds of strategies, and females reported greater overall strategy use than males in many studies.

Learning style often determined the choice of English learning strategies. For example, analytic-style students preferred strategies such as contrastive analysis, rule-learning, and dissecting words and phrases, while global students used strategies to find meaning (guessing, scanning, predicting) and to converse without knowing all the words.

Culture background has been proves that students from different culture backgrounds prefer to use different learning strategies. Rote memorization and other forms of memorization were more prevalent among some Asian students, we need to consider Chinese culture backgrounds, sometimes we can not copy some methods from the western countries directly.

ⅣSome suggestions on English learning strategies

⒈The basic principles for English learning strategies

Since a lot of researchers have done many researches on how to develop language learning strategies. A list of training principles on language learning strategies has been put forward. Considering the situation of English study in the middle and high schools in China, we must pay attention to the following principles before we do the strategy training.

-English learning strategies should be based clearly on students’attitudes, beliefs, and stated needs.

-Strategies should be chosen so that they mesh with and support each other and so that they fit the requirements of the language task, and the learner’s style of

-Training should, if possible, be integrated into regular English learning activities over a long period of time rather than taught as a separate, short intervention.

-Students should have plenty of opportunities for strategy training during language classes.

-Strategies training should include explanations, handouts, activities, brainstorming, and materials for reference and home study.

-Affective issues such as anxiety, motivation, beliefs, and interests-all of which influence strategy choice-should be directly addressed during English strategies training.

-Strategy training should be explicit, overt, and relevant and should provide plenty of practice with varied English learning tasks involving authentic materials.

-Strategy training should be somewhat individualized, as different students prefer or need certain strategies for particular tasks.

-Strategy training should provide students with a mechanism to evaluate their own progress and to evaluate the success of the training and the value of the

strategies in multiple tasks.

2.The strategies on the process of English learning

⑴The strategies in listening

Generally speaking, for the high school students, there are two kinds of foreign language listening training. The first kind is often done by listening to the tapes, CD, VCD or films. These materials can be listened again and again, and most of the time the written form of the language is available. The other kind of listening is done by listening to the radio, the TV programs, and the teacher’s talk or to talk with others in English. This content of this kind of listening cannot be heard again. The two kinds of training may involve different strategies.

The first kind of listening training:

To get acquainted with the materials before listening

To get acquainted with the sentence patterns and key words of all kinds of topics

To catch the topic of the listening materials

To catch the key words

To listen to the material again and again

To look up the new words in the dictionary in the listening materials

The second kind of listening comprehension:

Try to catch the speaker’s tone and the intonation so as to decide the speaker’s meaning and intention such as: irony, surprise, exaggeration, anger, cold

Try to listen by means of visional information, such as signatures, facial expressions

Try to recall the background knowledge to the topic

So the strategies for listening comprehension for the middle and high school students can be generalized like this:

To make use of one’s existing knowledge (including words, sentence patterns, topics background knowledge) to understand the speaker’s talking.

To make use of the words, charts and facial expressions, gestures and other visual information to understand the speaker’s talking.

To pay attention to the speaker’s tone, intonation, stress so as to catch the speaker’s implication.

To try to catch the key words while listening

To try to take notes while listening

To make the speaker repeat what he says

To practice listening regularly and by different means

To be confident with one’s listening

⑵The strategies in speaking

Strategies in speaking:

- Recording yourself: record yourself speaking, either on your own, or with other people.

Later you can review the recording, listen for problems such as saying "Um" too much, and research anything that you didn't know how to say.

-To form a group of people to practice speaking English: In CILL you can join the SAP to do this with a teacher. The English Club also runs the Big Mouth Corner for speaking practice.

-Singing: You can sing English songs that you like, either alone, or with friends; e.g.

karaoke. Click here for videos of current British hits.

To act: you can join a drama club or group that puts on English plays. The ELC has a Drama Club.

-To imagine: Imaging that you are in a situation where you need to speak English; e.g. as

a character you like in a movie. Try to imagine what you would say. Do you know what

to say? If you are not sure, you can research it later.

-Try to retell or recite a text according to pictures, key words and so on

-To pay attention to the set sentence pattern, and practice these set sentence patterns in one’s speaking

-To compensate in some other ways when one can not think of a word, for example to explain or to use body language

-To avoid using the words or sentence patterns that one is not familiar with

⑶The strategies in reading

Strategies in reading:

★To transfer: This means using ideas that you already have to make learning easier. For example, if you know that a paragraph (like a hamburger) usually has an introduction, a middle containing supporting detail, and a conclusion, you can use this knowledge to skim (read very quickly, by missing out non-important information, to understand the general topic) a text because you know that you only have to read the introduction and

conclusion of both the whole text and the paragraphs.

★To translation: You can read a story in a newspaper in your own language first, then read the same story in an English newspaper. Most of the story will probably be the same, so the story in your own language will help you to prepare for reading in English.

For example, it will give you vocabulary, and when you read the English story and there is some vocabulary that you don't know, then you can use your knowledge of the story to guess what the new vocabulary is.

★To inference: You can also use the strategy of reading a newspaper story in your own language first for prediction. You can predict the contents of the same story in an English newspaper. Reading to confirm your predictions is easier than reading with no background information. Click here for more information on reading newspapers.

★To prediction: As well as predicting from newspaper stories in your own language, you can predict from your knowledge of the world, you knowledge of how people think, write and talk, and your knowledge of what the writer is like. For example, if you are reading a book it is a good idea to read about the author and the contents (on the cover or at the front of the book) to help you make predictions about what he or she believes.

★To look for opportunities to read as much as possible in English

★To read English without looking up every new word, try to guess new words from the context

★To read in different ways according to different aims, such as skimming, scanning, general reading, analytical reading, study reading

★To notice the function of the demonstrative pronoun and the function of the conjunction

⑷The strategies in writing

Strategies in writing:

→Note-taking: it's a good idea to write down the main ideas, important points, an outline or a summary of a topic.

→Organization: You can use a mind-map, organisation tool or pros and cons calculator to help you organize the information.

→Proof-reading: you can use this program to automatically check for some common mistakes.

→Peer-review: ask a friend to read your text and comment on it. Do they understand it? Can they suggest any improvements?

→To-do list: write a list of 10 specific problems you have with your writing.

Put them in order of seriousness or solvability. Work on the highest priority problems until you solve them. When you have solved them, cross them out, and add new problems to the bottom of the list.

→To collect ideas about one topic before writing a composition

→To discuss the topic with others

→To connect the sentences with conjunctions

→To check the spelling and tense in the writing again

⑸The strategies in grammar study and memorizing words

Strategies in grammar study:

To try to understand the meaning of the grammar termers, such as nouns, clause, subject, and so on.

To try to get to know the function or role of the grammar term

To try to establish relations between the grammar knowledge that has been learnt

To check one’s understanding of the grammar knowledge by asking questions or doing grammar exercises

To notice one’s mistakes and learn more from the mistakes.

Strategies in remembering words:

To recite or copy the new English words repeatedly

To practice the sounds of English words

To use rhymes to remember new English words

To use flashcards to remember new English words

To physically act out new English words

To remember a new English word by making a mental picture of a situation in which the new word might be used

To use a new word in sentence so as to remember it

To connect the sound of a new word and an image or picture of the word to help to remember it

To remember new English words or phrase by remembering their location on

the page, on the board, or on a street sign

To think of relations between known words and new words

To learn and remember new words by using roots and affixes and suffixes

To review English new words often

To remember English new words through doing spelling exercises, or blank

filling and many other exercises

3. Teacher’s task on students’ learning strategies

It is a pressing issue for teachers to realize the current situation of the learning strategy used by senior high students. It is far from satisfactory and a long way from the requirements in ECS. As is known to all .senior school education is as key stage. Therefore, to help students, especially senior one, pass the stage smoothly and to further help them lay a sound foundation for their future studies, English teachers should not just bear the importance of the language learning strategy in their mind, but incorporate instruction and training on the learning strategy use into their routine teaching work from the very start. And metacognitive strategies and cognitive strategies should be paid more attention to when strategy training or instruction is provided, for combining these two strategies during the students’ learning will make an efficient strategy training possible (O’Malley & Chamot, 1990)12.

Furthermore, students’ awareness of using learning strategies will be raised and the learning strategies best suitable for students are expected to find out. On the other hand, English teachers for these students had better combine the findings of the survey with their continual observation and deep interviews with their specific students, to ascertain how to carry out the instruction and training and which strategies to be trained. When students’ awareness about learning strategy use is raised through group discussion, their use of particular strategies (cognitive and memory strategies) can be significantly increased, which was proved to be true in Yang’s research (Yang, 1999)13. However, when training or instructions on learning strategy use are provided, the following advice should be followed:

1). Any training on learning strategies should not be expected to achieve success in a short time, but to permeate through the whole learning process for a long time. Even if the short-term training or instruction seems to be effective on improving

achievement, there is no proof that can show their far-reaching effects on the future (Wen Qiufang & R. K. Johnson. 1997)14.

2). As is presented, significant differences exist between females and males. English teachers should realize the differences in the learning strategy used by genders, and moreover find out the exact reasons for the differences, so as to find out the learning strategies best suitable for females or males and help them develop a habit of using strategies more effectively.

3). It is reasonable and inevitable that students in different types of schools employ English learning strategies differently because of different sources of the students. In fact, what the teachers can do is help students analyze the exact reasons for the different types of schools should communicate with each other and learn from each other about pedagogy and students’ learning. Maybe, from the communications, some enlightenment on the English teaching and learning can be got.

4). To Stir up students’ learning interest. Chinese ancient educator Confucius said: “the person who knows is no better than the one who interests, the one who interests is no better than the one who enjoy”. It fully represents the importance of interest. The students’ study activities are always caused by certain motivations, only when have strong wishes to learn did they engage in the study.

Conclusion

With the development of modern media technology, people find they are now in a society of information, in which it takes less and less time for new knowledge. People have to keep leaning. Otherwise, they will soon fall behind. To keep studying all through our lives is the demand of the age of information. People have begun to realize that it is impossible for the schools to teach the students all the knowledge that the students need. So school education must change its traditional ways. Not only should the schools transfer the basic knowledge to the students, but also the schools should teach the students the study methods and learning strategies, so that the students can keep learning after leaving school. So people began to research “how to learn: that is how to develop students’ ability to learn”.

In the new cycle of senior education reform, learning strategy has gained much focus in the English Curriculum Standards (ECS)15for senior English learning

strategies together with the abilities of autonomous and cooperative learning, etc. ECS also claims that learning strategy is the prerequisite to enhance learning efficiency and develop into the ability of autonomy. The somewhat limited sample size and length of the research meant that certain kinds of investigation were impossible. So there is a need to conduct a similar but large study so that we can foster the students’ English learning strategies in all aspects. The research on senior middle school students English learning strategies is just beginning, and in great need, this research is far from enough, I hope more research will be done in the near future, so that we can find a comparatively scientific strategy teaching model so that we can improve English teaching remarkably.

Notes

1. Oxford, R.1990. Language Learning Strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

2. 中华人民共和国教育部,2003,普通高中英语课程标准(实验)【S】。北京:人民教育出版社。

3. Susan Parks, 200

4. Strategy use by nonnative-English-speaking students in an MBA program: Not business as usual [J]. The Modern Language Journal, 88 (3): 374-389.

4. Nyikos, M.& Oxford, R. 1993. A factor analytic study of language learning strategy use: Interpretation from information-processing theory and social psychology [J]. The Modern Language Journal, 77: 11-21.

5. Oxford, R.1990. Language Learning Strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

6. 文秋芳, 1996,英语学习策略论:献给立志好英语的朋友【M】。上海:上海外语教育出版社。

7. Huang, X. & Van Naerssen, M. 1987. Learning Strategies for oral communication [J]. Applied Linguistics 8(3):287-307.

8. Araham, R. & Vann. 1987. Strategies of two language learners: a case study. In Wenden, A. & J. Rubin (eds). Learner strategies in language learning. Englewood Cliff, N.J.: Prentitice Hall

9. Ellis, R. 1994. The Study of Second Language Acquisition[M]. Oxford: Oxford University Press

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