Experimental Study On Grammar Learning Strategies Raining For Deaf Students In Secondary Vocational School

In order to adapt to the needs of social development, English teaching for deafstudents has become an important content in deaf educational area. Because they can’thear, English teachers in deaf school tend to focus more on writing and readingcomprehension, and grammar learning is particularly important. For many years, theteachers in deaf school have been thinking about how to help students master grammarknowledge better. With the development of second language acquisition theories andcognitive psychology theories, people have come to realize that students are the subjectto study and teaching should be student-centered. In recent twenty years, there is moreand more research aiming at the experimental study of learning strategies, but theauthor found there are fewer achievements in learning strategies of grammar at home,and almost no empirical studies that specially aims at the deaf students. Therefore, it isessential that the research on grammar learning strategy and strategy training forvocational school deaf students.Based on the theoretical analysis of language learning strategy, this thesisattempts to make a contrastive experimental research which involved34deaf studentsin the only special vocational school of Guangdong province. Before the teachingexperiment, the data of pre-questionnaire and pretest of the experiment group and thecontrol group were analyzed to justify the choosing of the participants. During theteaching process, the experiment group was given the grammar teaching on the base ofgrammar strategy training, while the control group received the regular teaching. In thefinal week, the two groups received post-test and pre-questionnaire. Questionnaire andgrammar test are the research instruments in this study. After three months’ teachingexperiment, all the data was carefully collected and analyzed by using Excel2000andSPSS17.0. After the experiment, the experimental group and the control group hadsignificant difference. Studies show: the frequency of grammar strategy used by deafstudents is very low，after experiment, the grammar achievements and strategyawareness of the experimental group have improved, and they feel more confident in grammar learning.The implication of the study findings is that the grammar learning strategies willhelp students not only to study English grammar better, but also to help them to be agood learner with appropriate strategies instruction.