An Analysis Of Learning Strategies Of New Senior English For China In Grade One

The New English Curriculum Standards puts forward5general goals forcompulsory and high school education. They are: language knowledge, language skills,affection, learning strategies, and culture awareness. The New English CurriculumStandards also requires different level goals on these five aspects. Among them, it putsforward requirements of learning strategies on the second and fifth rank for compulsoryeducation, and also requirements of learning strategies on the seventh and eighth rankfor high school education. New Standards points out that learning strategies is theeffective learning process of procedures、rules、methods、techniques and regulator forthe language learners. Learning strategies of English learning include: cognitivestrategies, monitoring strategies, communicative strategies and resource strategies.Language learning strategies could improve English proficiency. It also could be takenas one of the key elements for making students life-long learners.Textbooks help teachers organize the class and convey the knowledge to theirstudents, it also plays important role in daily learning. So the learning strategies shouldbe included in the English textbooks.Through internal and external evaluation on the two textbooks, this thesis tries toanswer these two questions:1) Do the textbooks meet the requirements of the learning strategies in theNational English Curriculum Standards?2) What’s the relationship between these two textbooks in the aspects of learningstrategies?Firstly, based on the internal evaluation of the textbooks, the research results of thispaper show that, the two textbooks both meet the requirements of the National EnglishCurriculum Standards, and the frequency of using the4learning strategies are not thesame. Secondly, based on the external evaluation, the paper conducts a questionnaire forstudents and interview for teachers. It shows that fresh students in high school are stillin the transitional period in the process of using learning strategies, and teachers have ageneral understanding about the learning strategies on the textbooks. The results of this study benefit the teachers in the process of training students inlearning strategies pertinently, and help the teachers use the textbooks more flexibly andreasonably. At the same time, it aims to the transitional period students, to have a betterunderstanding of their own learning strategies, and adjust their own learning methods,in order to pass this transitional period smoothly.