A Correlation Study Between English Learning Strategies And English Achievement On Junior High School Students

In English teaching, good teaching effects usually fail to achieve when attentions are only paid on how teachers teach instead how students learn. In the middle of the 20th century, with the stagnation of the research on English teaching methods and the development of theory of cognitivism, more and more researchers of teaching began to turn their attention to the field of learners and the process of learning. To investigate the learners and learning process, it is bound to investigate the learning strategies. The earliest research of second and foreign language learning strategies traced back to the 60s of last century. In the end of 70th of last century, Chinese researchers began the investigation of English learning strategies. Nowadays, the fields of foreign language learning strategies have expanded from the original ones, the factors of good language learners, to various kinds of macro and micro language strategies. Besides, the researches also focus on the relationship among the strategies and other factors of English learners.To investigate the roles of English learning strategies in English study and the correlation between English learning strategies and English achievements, this thesis makes a thoroughly discussion of the previous research achievements, both in China and in other countries. More importantly, the thesis has carried on its own empirical research of the usage of English learning strategies and its relationship with English achievements on middle school students by issuing sampling questionnaires to 245 students of grade 9 in Datong No.1 Middle School.Data analysis was performed by using SPSS20 data statistical analysis software. (1) Descriptive statistical analysis was used to analyze the overall situation of English learning strategies, and it shows that most students of grade 9 choose to use kinds of learning strategies sometimes, but not very often. Among these strategies, resource strategies are used the most commonly, and communicative strategies are the least commonly used. (2) Independent-Sample Test was carried on different levels of English achievement groups, the results show that obviously the groups of high score students use the strategies more often than those of low score students, and there was significance difference between the groups of high score students and groups of above average students, and the differences of cognitive strategies and control strategies are the most significant. (3) By carrying on correlation analysis, it is found that there exist positive correlations among the five kinds of learning strategies and the English achievements, and the most significant ones are the control strategies. (4) Regression analysis was used to find closer relationship among the strategies and English achievements, and it shows that there exists liner dependence between the control strategies and the English achievements, and regression equation can be built by the data of control strategies which can predict the English achievement in some degree.The research shows English learning strategies play a very important role in middle school students’ English learning, but they are not commonly used by students. Therefore, teachers of middle school should guild and train students to use them in the learning process consciously, especially the cognitive and control strategies, such as making a learning plan, learn to correct the mistakes and make learning reflections in time, prepare for classes and listen carefully in class. All of these are of great help. Besides, group work and cooperative learning should be paid more attention to. And the usage of network video resources has turned into an inevitable means and trends in modern teaching and learning.