Middle School Students' English Learning Strategies And The Relationship Between Learning Strategies And English Achievements

Learning strategy is a very important factor which can influence the students' second language achievements. The study on second language learning strategies began in the middle of 1970s, and the researches in this field gradually became a hot spot in applied linguistics. However at present the researchers still have disputes over definition of learning strategies. Moreover as for the study on the relationship between English learning strategies and the academic results, there are much more researches abroad than in our country. Against this background, this thesis made bold attempts in compiling the measuring instruments, and discussions are made on the characteristics of middle school students' English learning strategies use, as well as on the relationship between English learning strategies and English learning achievements. In the first part of the research, middle school students' English learning strategies questionnaire is compiled, and reliability and validity are tested. In the second part of the research, by involving 400 students as subjects, we discussed the characteristics of English learning strategies use, relationship between English learning strategies, self-efficacy, learning persistence and English achievements, as well as the tendency with the increase of grades.It is found through the research results that: First, there exist distinct differences on the employment of English learning strategies between junior and senior middle school students, and the employment level of English learning strategies has a tendency to decrease with the increase of grades; Female students are obviously better than male students on the employment of regulation learning strategies, while male students exceed female students on cognitive learning strategies.Secondly, the employment of English learning strategies and the students' self-efficacy have direct influence on the students' English achievements, while learning persistence only has indirect influence; From junior middle school to high school, the correlation between the employment of English learning strategies and English achievements decreases, while the correlation between self-efficacy and English achievements is always on a comparatively high level.