| This article reports the students' English grammar learning strategies in senior high school, and an experiment conducted to examine if the students' grammar using ability and strategy using ability can be improved by grammar learning strategy teaching.Based on the researches of O'Malley & Chamot(1990), Oxford(1990), Wen qiufang (1996),and Cohen(2000), this dissertation first elaborates the necessity and importance of grammar learning strategy training for senior students. Then according to teachers' use of strategy teaching and students' use of learning strategies, the experiment is carried out on three learning strategies: metacognitive strategies, cognitive strategies social/affection strategies, memory strategies, compensation strategies depending on centralized, distributed and individual teaching methods .This experimental study was from February 2006 to January 2007, which lasted eighteen months with the main experimental stage from February2007 to July 2007. Because of the limitation, quasi-experimental research mode was used in the experiment. Two similar classes were selected and divided into an experimental class and a control class. Pre-test and post-test were conducted during the experiment, Grammar learning strategies were taught in the experimental class while relevant grammar was presented, and traditional grammar-teaching method was used in the control class. The effect was to be reflected through contrast of the experimental results of this study.The results of the experiment show that the strategy teaching has enhanced students' consciousness of individual study as well as helped them get better grades. The students can also transfer their learning strategies to other aspects of language learning besides grammar. Therefore, the hyphothesis of the experiment is proved to be true.In a word, The experimental research can offer some referential value to teaching of English grammar in senior school, which makes the author gratified. |
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