A Study Of English Learning Strategies Used By Chinese English Learners In The Secondary Vocational School

The newly-issued National English Curriculum Standard (2003 ) lists the students'learning strategies as one of the top five English literacy courses about the integrated use of students'language ability and as one of the important tasks in the curriculum, and it also gives a profound exposition in the importance of learning strategies. The National English Curriculum Standard definitely points out that"in the implementation of the curriculum, teachers need to help students form an awareness of their own learning strategies, and constantly adjust their own learning strategies. And helping students effectively implore learning strategies will not only help them to grasp the direction of learning, to use scientific means and improve learning, but also help them form their own abilities to learn. It will lay a foundation for lifelong learning."Therefore, in order to enhance the country's education our quality, the teachers must make a breakthrough by studying the students'strategies.In order to make the learning strategies teaching and training feasible more, according to China's secondary vocational education in English teaching and the actual level of the students from the secondary vocational school, the author of this paper ,based on the researches from relevant experts at home and abroad ,the English Curriculum Standards and according to the psychological process of learning English, will divide the learning strategies into five main categories: learning concepts, cognitive strategies, regulation and control strategy, communication strategy and resource strategy.Based on the factors affecting learning strategy, the English teaching in secondary vocational schools and the students'learning status, a questionaire was used to survey the use of English learning strategies by the students from the secondary vocational school. The survey showed that the frequency about the use of learning strategies, in general, there is a grade difference. There was no significant difference in gender. Between the good language learners and poor language learners there were significant differences among the learning strategies.In the last part of this thesis, suggestions are made on the basic training principles of the learning strategies and the training methods based on the findings of this research.