A Grounded Theory Approach To English Learning Strategy Training Among Senior High School Intermediate Learners—A Case Study

English learning strategies has been a platitude for language learning researches.However,with the development of the theories and practice of English language pedagogy,there are still many researchers joining in the exploration.Although many researches have investigated the strategies used by successful or unsuccessful learners and the effects of the strategies,seldom researchers,supported by grounded theory approaches,explored how the intermediate learners use English learning strategies in the context of the high school.The present study aims to fill the research gap.This study focuses on two research questions: what English learning strategies are used by the intermediate students in the high school English learning context in this case?How should English teachers train these students to adopt appropriate learning strategies?This requires the establishment of a set of English learning strategy training model for the case.In the light of qualitative approaches,the data were coded from the transcription of interview,diaries and learning materials.Data analysis used three coding strategies in accordance with the principles of grounded theory.The finding of this study demonstrated that six typical categories emerged from the codes: cognitive strategy,memory strategy,metacognitive strategy,compensation strategy,social strategy,and affective strategy.The data indicated that the intermediate learners tended to rely on using memory strategy and cognitive strategy in the test-oriented learning context in the local high school.Furthermore,pedagogical implications were obtained to facilitate the use of strategy.According to the data collected in the qualitative research,a training model of English learning strategy in the local case is put forward.The process of the training model includes seven phases: preparation,presentation,practice,assessment,metacognitive strategy training,management and social strategy training.Specific pedagogical implications were proposed in the discussion part of each phase.