A Survey And Analysis Of The Language-learning Strategies Of Chinese High School Students

To optimize the learning methods and to improve learners autonomy is one of the basic requirements of the English Curriculum Standard for Chinese High School Students (2001 edition). The Standard requires the students to get the learning strategies appropriate to their needs, and be able to adjust their strategies according to different situations. By using the new Standard as a tool, this paper is aimed at checking the usage conditions of English -learning strategies of present high-school students, hopefully to reap some new findings so as to provide some reference for the enforcement of the Standard .This paper is based on a survey of more than 100 high-school seniors. The survey is analyzed by using SPSS 11.5. The whole paper is divided into four parts which goes as follows:In Chapter One, an overview is given about present conditions of language- learning strategy research and then is put forward the orientation of this research.In Chapter Two, two basic questions on language-learning strategies are discussed-its definition and classification, after which the classification method adopted in this present paper is made clear.In Chapter Three, the core part of this paper is presented. The questionnaire is given a detailed statistical analysis. First, the analysis of the usage condition of high-school seniors shows that they have not yet reached the requirement of the standard. What distinguishes this research from any previous ones is that the result shows the average points of affective strategies is the highest among all the four kinds of strategies and that communicative strategies is added to the analysis. There is also a contrast of the strategy usage condition between high score and low score, which demonstrates that the former are better at using strategies than the latter, especially in the use of meta-cognitive strategies, which proves that the latter are not good at managing their learning. Secondly, an analysis are carried out about the correlation coefficient between English learning strategies and scores from two levels: general and specific, which shows that the score has positive correlation with the usage of strategies, and that affective strategies have the closest correlation with scores. On that basis, another analysis is carried out about the correlation between different kinds of strategies, which shows that different strategies have mutual influence on each other, and positive affective strategies can lead to the use of other strategies and the latter can also promote the development of positive affective strategies. Finally, the analysis of additional items and the questionnaire of teachers leads to the findings of factors which have an impact on the usage of learning strategies.In Chapter Four, upon the basis of statistical analyses, some suggestions are proposed on cultivating the students' English-learning strategies.