A Study On The Influence Of Note-Taking Strategy Training On Senior High School Students’English Learning Efect

Learning strategies are various actions and steps taken by students to promote language learning and language use.The English Curriculum Standard for Senior High School(2017)approved by the Ministry of Education has pointed out that developing students’ ability to use learning strategies is the main way to improve students’ learning ability and is a priority of teaching.Meanwhile,students in senior high school are required to master a larger amount of knowledge,so it is increasingly important for them to master learning strategies.Note-taking strategy,one of the learning strategies,is widely used in middle schools.However,how to take notes and use notes in English learning and whether it is necessary for teachers to instruct students to use note-taking strategies deserve further research.This research combed literature of note-taking strategy and analyzed the current strategy teaching situation in senior high school.In reference to relevant theories,the researcher sorted out a plan for note-taking strategy teaching,attempting to explore the influence of note-taking strategy training on students’ English learning effect by addressing two questions: 1)What are the changes in students’ attitude and behavior of note-taking and note-using after note-taking strategy training? 2)What is the influence of note-taking strategy training on senior high school students’ English achievement? The research was conducted in Grade One in a senior high school with 98 students,which lasted for 4 months.The empirical and qualitative research were adopted in this research to analyze the influence of note-taking strategy training on students’ English learning effect and this research combined the main theory with practice of note-taking strategy training.Tests were used to examine students’ English ability.Questionnaire before and after experiment,interview together with students’ notes were used to find out the changes in students’ s attitude and behavior in note-taking and note-using after instruction.The whole research can be divided into three stages: pre-experimental stage,while-experimental stage and post-experimental stage.In the pre-experimental stage,test,questionnaire and teachers’ interview were conducted in order to investigate the current situation of using note-taking strategy and English ability of students.In while-experimental stage,students in experiment class weregiven instruction on using note-taking strategy.In the post-experimental stage,students were required to finish the test and questionnaire.Meanwhile,students’ interview was used as a qualitative supplement including six students in experimental class with advanced level,average level and underachieved level.When the experiment was finished,all the data were collected and analyzed.Data from tests and questionnaire were analyzed by SPSS and the results of interviews were combined to draw the following conclusions.After the experiment,the questionnaire results showed that the average value of students’ attitude of note-taking increased.And improvements were also reflected in their notes’ form and content,function,their note-taking attention distribution and application.At the same time,the interview results showed that the students were more active in the English class,more willing to adjust learning according to the teacher’s feedback on notes and had more confidence in learning English well.The experimental results also showed that the students in the experimental class had significantly higher scores than those in the control class after a four-month note-taking strategy instruction,especially for average students and underachievers,which reflect that the training of note-taking strategy has a positive effect on students’ English learning.At the same time,the research also implies that teachers can integrate strategy training into daily language teaching,and gradually improve students’ ability of using learning strategies;for students,more attention should be paid on processing information when they take and use notes in English learning,thus improving the learning effect.