A Study On Cognitive Strategies Of Grade One Of Senior Middle School In English Learning

In the last few decades, many researchers have been focusing learning strategies. As one of the principal branches of learning strategies, cognitive strategies have direct relations with the process of learning, especially in recent years, with the development of education, cognitive strategies are being employed in middle school as a good method of learning English for the students.The author of this thesis carries out a study into the cognitive strategies of two classes of Grade One in a senior middle school, In ordinary English teaching, the author integrates listening, speaking, reading, writing with the cognitive strategies, and carries out a one-semester training on cognitive strategies of experimental group. This study wants to find out: (1) whether the employment of cognitive strategies will improve the exam scores of the students; (2) whether the consciousness of using cognitive strategies in experimental group will be higher than that of control group by way of cognitive strategy training; (3) whether the effective students will be better at using cognitive strategies than the ineffective students in experimental group.There are six parts in this thesis. Part One starts with a brief introduction to the aims and significance of the study. In Part Two, we present learning strategies, cognitive strategies and relevant survey in this regard at home and abroad. This third part introduces the theory involved in this study. Based upon Anderson's "cognitive theory". In Part Four, we advance the hypotheses, subjects, instruments as well as the procedure of the study. Part Five concerns itself with data analysis and discussion, which falls into three steps: in the outset, the descriptive analysis is made to compare the scores of experimental group and control group. Furthermore, one-way analysis of variance (ANOVA) is made to identify whether the cognitive strategies exert a certain influence upon the achievements of post test, and then the results of employment of cognitive strategies in experimental group and control group are compared and analyzed to draw a conclusion; Finally, comparisons are conducted to analyze the differences of cognitive strategies between effective students and ineffective students. Each analysis is followed by the discussion in respective regard.Based upon the results of data analysis, we conclude that: (1) there are significant differences of exam scores between EG and CG, so the CS training is helpful to improve the achievements of the students of EG; (2) the consciousness of using cognitive strategies get further improvement by wayof cognitive strategy training; (3) the ES are better at using cognitive strategies than the IS in EG In Part Six, the conclusions, implications, limitations are made up of the last part.