A Study On English Learning Strategy Use Of Junior Middle School Students In Rural Area

Language learning strategies (LLS) provide learners with a tool on how to make English as foreign language learning (EFL) more efficient and scientific. From 1970s to present, the research on LLS worldwide has made great improvement in different aspects. But the research on LLS in China is not conducted as well as it might be expected. While most of the previous studies in China have focused on university students, relatively little research has been made on junior middle school students in rural context of China.To change such situation, this study aimed to look at a sample of rural junior students from two rural schools to explore their LLS use. The current study examined the effect of two variables (gender and proficiency) on students'LLS use, and showed protruding characteristics of rural junior students'LLS use.The study adopted both quantitative and qualitative methods. On the one hand, two research methods of questionnaire (SILL) and simulated Entrance Examination for Middle School (EEMS) were used for the quantitative purposes; on the other hand, observation and interview were used for the qualitative study. The subjects were 230 junior three students from Jiangxiang N0. two middle school and Gangshang middle school. They had taken part in the simulated EEMS proficient test and responded the SILL questionnaire. With the help of statistical software SPSS 13.0, descriptive analysis, and T-test were used to analyze the responses of the SILL. In terms of the quantitative data, eight of subjects and one teacher were chosen as interviewees. Interview excerpts were applied to support to the data and obtain certain explanation.The valuable data provided by the current study indicated: (1) Rural junior students were medium users of LLS in English learning and they took metacognitive/affective strategies as the most frequently used and memory/cognitive strategies as the least used strategies; (2) Significant variations were found between genders in strategy use, with females superior to males at two strategy level. (3) There existed significant differences in LLS use between high and low proficient groups, with the former outperforming the latter at both strategy level. These findings were interpreted from social and educational perspectives.On the basis of the findings in this study, the researcher presents some valuable implications for rural teachers to improve their strategy training in classroom and help students raise strategy awareness and ability. First, rural teachers should conduct strategy training in classroom instruction to improve rural junior students'ability; Second, teacher should keep in mind students'differences in strategy use and adopt various training methods to satisfy the needs of different types of students, especially for males and low proficient students. Noticeably, strategy instruction should take students"self-awareness and autonomy"in the learning as the basic principle.