A Study On The Correlation Between English Learning Strategies, Self-esteem And English Scores Of High School Students

In the process of enrolling from junior school to senior high school,the students are selected by different level schools,and the students who learn in county senior high school are poor in English.After the reading of literature related,there are less studies on them.Therefore,the present study aims to do a survey about the senior high school students’ English learning strategies,self-esteem and English scores,which attempts to explore the correlation between them in order to provide some information for improving their English teaching.In this study,80 students were selected as subjects from a senior high school in An Sai,Yan’an.The study instruments are the self-esteem scale of famous psychologist Rosenberg,the questionnaire of English learning strategies from the new curriculum and three English test papers.After questionnaires distribution,questionnaire collection,English scores collection,data sorting and so on,the effective data are input into SPSS,and the descriptive and correlation analysis of statistics has been carried out.The results are as follows:(1)At present,the students’ frequency use of English learning strategies is at a medium level.Among the four different strategies included in learning strategies,students use affective strategies most,then meta-cognitive strategies and cognitive strategies,communicative strategies are the least.Self-esteem is at the medium level and their English scores are at low level.(2)There is no significantly positive correlation between English learning strategies and self-esteem,and the four different strategies(meta-cognitive strategies,cognitive strategies,communicative strategies and affective strategies)are not significantly and positively related to self-esteem.(3)English leaning strategies are significantly and positively correlated to students’ English scores,and the three strategies(meta-cognitive strategies,cognitive strategies and communicative strategies)are significantly and positively correlated to students’ English learning.However,affective strategies have no significant correlation with English scores.(4)There is no significantly negative correlation between self-esteem and students’ English learning scores,but the correlation r is very low(r=-.017).There is no significantly negative correlation between self-esteem and English scores of students in low level group.There is no significant correlation with English scores of students in middle level group.There is no significantly positive correlation between self-esteem and English scores of students in high level group,but the correlation coefficient is increased a little in high level group.It can be concluded that: the use frequency of English learning strategies needs to be improved by the students in the county senior high school.The students’ level of selfesteem and English proficiency needs to be improved urgently.Therefore,the English teachers should pay attention to the cultivation of students’ English learning strategies and self-esteem in English teaching in the future,and enforce to improve students’ proficiency.