A Study On The Current Situation And Improvement Of High School Efl Teachers' Learning Strategy Usage

As an important way of improving teachers' professional development,teacher learning has become a teachers' necessity in a new era.The new curriculum reform and English Curriculum Standards for Senior High School(2017)put forward higher requirements on teacher learning.High school EFL teachers have to take the appropriate learning strategies to raise their efficiency in-service learning,which is very important to EFL teachers in all areas.At present,teacher learning strategy has become one of the hottest topics in the sphere of EFL teachers' education study.However,that needs further research.In view of the reasons given above,the author conducts a study on the current situation of high school EFL teachers' learning strategy usage in Nanping area in Fujian province and analyzes the results obtained from the study,with the hope of improving high school EFL teachers' professional development.Based on the high school EFL teachers in Nanping area in Fujian province as the research subjects,the study focuses on discussing the following three questions.Firstly,what is the current situation of high school EFL teachers' learning strategy usage in Nanping area? Secondly,what are the factors affecting high school EFL teachers' learning strategy usage in this area? Thirdly,how can we improve the current situation in this area?The thesis uses quantitive and qualitive researches as the paradigm.By means of questionnaire,semi-structured interview,class observation,material analysis and other methods,the author conducts the study in the following steps.First of all,the author makes a survey on 104 high school EFL teachers in this area with a questionnaire.Then,making use of objective sampling method,the author chooses 7 EFL teachers to interview.Finally,from the strategies of cooperation,reflection and questioning,observation and exploration,knowledge conversion and self-direction,with the help of the software of quantitive research and grounded theory,the author makes a deeper analysis on the current situation of high school EFL teachers' learning strategy usage and gets the corresponding conclusions.Through the study,the author gets the following conclusions: firstly,the EFL teachers whose teaching age is long prefer to use the strategy of reflection and questioning.However,the EFL teachers whose teaching age is short prefer to use the strategy of cooperation,observation and exploration,knowledge conversion and self-direction;secondly,the internal factors such as motivation and the external factors such as evaluation system affect high school EFL teachers' decisions of choosing learning strategy.Lastly,according to the result of the analysis of the current situation,the author proposes some suggestions such as setting teachers' learning community,making the regulation of reflection reporting,adjusting the form of evaluation,increasing fund and improving the design of training class to help high school EFL teachers efficiently make use of teacher learning strategy to learn.