A Research On The Application Of Study Strategies For High School English Discourse-type Cloze Test

With the implementation of 2014-2016 College Entrance Examination Reform Framework Plan and deepening of New Curriculum Reform,the English examination has been changed considerably.In order to test students’ grasp of fundamental knowledge of English language,comprehensive reading capabilities and practical operational capabilities under realistic scenarios,Sichuan has altered traditional English language examination model and adopted some new question types(“five-of-seven multiple-choice questions of reading comprehension” and “textual-type fill-in-the-blank grammar questions”)since 2010.As one of the add-on question types,at the textual level,textual-type fill-in-the-blank grammar questions are aimed to test students’ grasp and operational capabilities of grammar,avoid grammar examinations merely based on grammar,integrate grammar with reading comprehension,attach much importance to students’ practical operational capabilities of English language.Hence,it’s more demanding to students’ abilities to extract and apply English knowledge.In order to provide reference and suggestions to English teaching and promote the efficiency of students’ resolution of new question types and examination results,the paper mainly studies students’ application of learning strategies in light of new question types.The research includes the following two aspects:In the process of doing tests and exercises about grammar fill-in questions of English discourse,(1)How is the general situation of high school juniors’ English learning strategy use?(2)What are the differences of English learning strategies used by different types of high school juniors?In the second research question,“different types of students” mainly refer to three groups:excellent students and poor students,male and female students,liberal arts students and science students.In order to achieve the research objective,the author selected 245 students from fourparallel classes of grade 2 of senior high school where I had a internship as the research objects.There were two liberal arts classes and two science classes;The author calculated each student’s total scores of the last three monthly English tests,arranged the total score of each student from high to low according to the psychological approaches and the education measurement methods,and divided the students into two groups of excellent students and poor students,regarding the top 27% as high score group that was excellent English student group,the last 27% as low score group that was English poor student group;Hereby,the research objects were divided into three groups ——excellent students and poor students,male and female students,liberal arts students and science students.In the research process,the test method was firstly adopted to make students do tests about grammar fill-in questions of English discourse three times.After the test,the students’ scores were registered and analyzed.Then on the basis of the classification framework of learning strategies from O’ Malley & Chamot,Cheng Xiaotang,Zheng Min,the questionnaire was self-developed that was consistent with the actual learning situation of high school juniors.As students used distinct learning strategies in the tests and exercises of grammar fill-in questions of English discourse,two kinds of questionnaires were designed and one was used to investigate high school students’ use of related learning strategies in the tests of grammar fill-in questions of English discourse,and the other was used to investigate high school students’ use of related learning strategies in the exercises of grammar fill-in questions of English discourse.After two kinds of questionnaires were collected,Chinese version of SPSS 2.0 was adopted to conduct statistical analysis of test scores and data results of two questionnaires respectively.Finally,according to the results of the data analysis,combining with interviews,the author explored the three groups of students’ overall use of related learning strategies in the tests and exercises of grammar fill-in questions of English discourse,the difference of their use of learning strategies,and analyzed the reasons,then put forward effective advice and guidance for teachers to cultivate students’ learning strategies and teach this type of exercise.Research findings:(1)From the general situation of high school juniors’ English learning strategy use,it can be found that high school juniors didn’t understand much about learning strategies of grammar fill-in questions of English discourse on the whole,and most of them used learning strategies in the stage between “sometimes use” and “often use” but closer to “sometimes use”,showing that students’ level of using related learning strategies was not high as a whole in the tests and exercises related to grammar fill-in questions of English discourse.(2)From the differences of English learning strategy used by different types of high school juniors:1)Whether in the tests or the exercises of this type,these three groups of students——excellent students and poor students,boys and girls,liberal arts students and science students all had differences in related learning strategy use.2)From the specific differences,it can be found that excellent students as a whole applied this type of learning strategy more frequently than poor students;In terms of male and female students,female students used relevant learning strategies more frequently than male students;In the term of arts and sciences students,liberal arts students use relevant learning strategies more often than science students.