Research On The Relationships Among Goal Orientation, English Learning Strategy And Performance Of Senior Middle School Students

Applying"goal orientation"adopted from educational psychological field to second language acquisition, this thesis aims to explore the relationships among goal orientation, learning strategy and learning performance by the investigation into learners'goal orientation and use of strategy. Based on these, the study brings out three general research questions: (1) What are typical types of goal orientations and learning strategies prefered by senior school students? Are there any significant differences between high achievers and low achievers in their goal orientation and use of learning strategy? (2) What are the relationships between goal orientation and learning performance, learning strategy and learning performance, as well as goal orientation and learning strategy? (3) Which goal orientation and learning strategy are the most predictive power for learning performance? Which goal orientation is the most predictive power for the choice of learning strategy?The samples in the study are 212 students from two ordinary high schools in two different provinces and the instruments are a questionnaire about English learning, including goal orientation and learning strategy, and interview. The data collected were keyed into SPSS. Descriptive analysis, Independent sample T-test, Pearson correlation and Multiple regression analysis were conducted, and the interview has been recorded as the material for analysis.The research results are as follows: (1) High school students are prone to performance-approach goal orientation, use compensation strategy the most frequently and social strategy the least frequently; (2) High achievers are more prone to mastery goal and performance-approach goal orientation than low achievers, and meanwhile high achievers use the six learning strategies more frequently than low achievers; (3) Mastery goal and performance-approach goal orientation are positively correlated , while performance-avoidance goal orientation negatively correlated, with learning performance; Six learning strategies are positively correlated with learning performance; Mastery goal and performance-approach goal orientation are positively correlated with all the six learning strategies, but performance-avoidance goal orientation is only positively correlated with compensation and affective strategy; (4) Mastery goal orientation and cognitive strategy are the most powerful predictors for learning performance; Mastery goal orientation is the best predictor for all the six learning strategies. In terms of the research results, the author provides some suggestions for English teaching and learning in high schools: teachers should help students choose mastery goal orientation, give students some strategy training and pay more attention to low achievers; As far as the students are concerned, they should build up self-confidence in English learning, set appropriate goals and attribute success and failure correctly.Though there are some limitations in the present study, the study provides some empirical support for theoretical researches on the relationships among goal orientation, learning strategy and performance to some extent, and moreover provides a new perspective for the research on second language acquisition.