Research And Methods On Gender Difference Of High School Students' English Study

This paper compares the English scores of boys and girls in Jiangsu Kunshan Middle School and contains the analysis of the average English scores of Senior One students in the mid-term and final exams, their high and low score sections, and the average scores and points differences of boys and girls in 2008-2010 College Entrance English Examinations. It also analyses the findings of several surveys about boys and girls love of English, the factors that influence their English learning, their respective English learning strategies, the correlation between their learning strategies and scores, and their self learning and passive learning in English. The results show that girls are much stronger than boys in the English ability and motivation to learn and are more interested in English than boys. Girls'intrinsic motivation to learn English, long-term motivation, and close motivation are stronger than boys'while boys hold a passive attitude to English learning. Their goals are only limited to the College Entrance Examination. They lack long-term motivation to learn, depend largely on teachers in the learning process and need more guidance and supervision.There is a difference in learning strategy between girls and boys. Girls use more overall strategy than boys. In individual strategies, girls use more cognitive strategies, metacognitive strategies, compensation strategies and affective strategies than boys. In memory strategies and social strategies, there is no significant difference between them. Meanwhile students who often use strategies get higher scores in English than those who use fewer strategies, while girls'use of overall strategy is better than the use of boys, whether it is from the frequency or the quality of strategy use. In self learning, boys' initiative to learn English after class polarizes. According to the data, only a handful of boys are active to learn English, while the majority of boys are less motivated to learn English. Comparatively, more girls can complete all the tasks, and the data reflect a shape of olive. In other words, boys are either active or not active to learn while girls are more or less active to learn. Girls complete teachers'assignment better than boys. From the comparison of self learning and passive learning, task-based learning with a teacher's supervision is much better than self-study.In this paper, literature method, contrast experiment, survey, individual interviews and other scientific methods have been applied. Focusing on foreign language educational psychology and gender differences in educational psychology, this paper filters out a number of advantages of boy and girl students in English learning, and proposes a concept of teaching based on gender differences and how to make use of strengths and overcome weaknesses to improve academic achievement of English learners. The research in this subject not only has practical significance, but also has values in foreign language education psychology and high school English teaching.