The Study Of The Relationship Between Character, English Learning Strategies And English Learning Achievement In Senior High School

Recent several decades, people gradually attach importance to the relation betweencharacter, English learning strategies and English learning achievement. People haveput many questions about the relation between them. For example, does learners’character affect learning achievement? Do students with different character choosedifferent learning strategies? Do successful learners use more some learning strategythan unsuccessful learners? Scholars attempt to find answers to these questions.The study takes98senior two students in Chongqing No.8Middle School asparticipants. The research employs EPQ-RSC to test students’ personality and SILL totest students’ learning strategies. And as a result, the research is to explore the relationbetween students’ character, learning strategies and learning achievement and to analyzestudents’ use of learning strategies, the leaning strategies’ effect of learning achievementand whether students’ character effects learning achievement. The following are thefindings.Students in senior school often use learning strategies in which compensationstrategies is used most and metcognitive strategies is used least.Introversive students use memory strategies, cognitive strategies, compensationstrategies, metcognitive strategies and affective strategies more than extroversivestudents. The frequency of utilization of social strategies of extroversive students ishigher than that of introversive students.Students of stable character use memory strategies, cognitive strategies,compensation strategies, metcognitive strategies and affective strategies more thanStudents of unstable character. But the correlation is not significant. The frequency ofutilization of social strategies of students of unstable character is higher than those ofstable character. But the correlation is not significant. Students of stable character arehigher than those of stable character in average examination performance.Efficient students use cognitive strategy and metcognitive strategy more frequently.The result shows that proper use of learning strategy can enhance learning efficiency.