A Study On The Effect Of English Micro-lecture On Senior Students' Language Learning Strategies

The rapid development of information technology has transformed various fields of society.Modern educational technology has gradually been deeply integrated into education and teaching,which has broadened the channels of education and improved the quality of education.The “Ordinary High School English Curriculum Standards(2017 Edition)”mentioned that ordinary high school English courses should pay attention to the application of modern information technology and enrich the learning resources of high school curriculum.The birth of the micro-lecture satisfies the era of education informatization that everyone enjoys all knowledge.Its vivid and interesting,short and precise,mobile and portable features provide learning modes such as self-learning,mobile learning and personalized learning in the network environment.While many educational practices have proven that micro-lecture are superior to foreign language teaching,educators are also concerned about the lack of awareness and ability of language learning strategies in this online learning environment.Students who want to form a good sense of independent learning and self-learning must monitor,evaluate,and adjust their learning behaviors consciously and purposefully in the process of independent learning.The specific performance is that when autonomous learning is carried out in a network environment,strategic awareness can be formed,and a reasonable language learning strategy can be adopted to solve the problems encountered in language learning.How to cultivate students' language learning strategy awareness and ability in the network learning environment? Does the scientific design of micro-lecture and the systematic application of micro-lecture to high school English classes have an impact on students' language learning strategies?In order to solve the above problems,the study conducted a four-month planned English micro-lecture experiment in a total of 108 students of two classes for grade 2 in a high school in Hanzhong City,using the adapted SILL language learning strategy scale for theintervention of micro-lecture.The changes in the language learning strategies of students before and after micro-lecture teaching were analyzed and compared.The results of the questionnaire survey were combined with the results of the interviews to verify the results of the questionnaire survey,and the following results were obtained:1.On the whole,the application of micro-lecture to high school English teaching can have a positive impact on students' language learning strategies.2.From the six sub-dimensions of language learning strategies,the intervention of micro-lecture has different effects on various dimensions of language learning strategies:metacognitive strategies are the most influential,cognitive strategies are followed,and emotional strategies shows a minor impact,micro-class intervention English teaching has no direct impact on memory strategy,compensation strategy and social strategy.