A Study On The Correlation Between Foreign Language Enjoyment And Language Learning Strategies Of Senior High School Students

Foreign language enjoyment(FLE)and language learning strategies(LLS)are two important individual factors in foreign language learning or second language acquisition(SLA).As one of the most common positive academic emotions experienced in foreign language learning or SLA,FLE has received more and more attention in recent years.The research of LLS began in the 1970s,and previous studies are extensive and in-depth.However,there are few studies on the relationship between FLE and LLS,and few studies have taken senior high school students as subjects.Therefore,this study takes high school students as the research subjects,explores the current level of FLE and the current situation of LLS use,and investigates the correlation between FLE and LLS,in order to provide feasible suggestions for the training and cultivating of LLS from the perspective of FLE.142 students from a key senior high school in Zhejiang Province participated in the study.They come from three classes of different grades.Questionnaires are employed to explore the following three questions:1.What is the current level of FLE of senior high school students?2.What is the current situation of the use of LLS of senior high school students?3.What is the correlation between FLE and LLS?The major findings are as follows:1.The overall FLE level is at the upper-middle level,which is slightly lower than the mean of FLE of the international sample.Students feel more Enjoyment of Student Support and Enjoyment of Teacher Support compared with Enjoyment of English Learning in the classroom.Girls have a significantly higher level of FLE than boys.Grade one students have a higher level of FLE than Grade two and Grade three students.2.The frequency of using overall LLS is at a moderate level.And high school students use compensation strategies most often,followed by cognitive strategies,metacognitive strategies,social strategies,memory strategies,and affective strategies.Girls use more LLS than boys,but the difference is not significant.Grade one students tend to use more LLS than Grade three and Grade two students.3.Correlation between FLE and LLS is at a high level and is significantly positive.To be specific,FLE is highly correlated with cognitive strategies,and FLE is moderately correlated with memory strategies,metacognitive strategies,affective strategies,and social strategies.However,the use of compensation strategies is lowly correlated with FLE,and the correlation between them is not significant.Pedagogical implications are as follows.English teachers should create a positive learning atmosphere to improve students’ Enjoyment of English Learning.In addition,English teachers are expected to provide more teacher support through harmonious interactions with students.At last,English teachers should cultivate students’Enjoyment of Student Support by encouraging students to form good interrelationships.