高三学生英语学习策略运用状况的调查.pdf

Abstract

Nowadays, there is a tendency that the main attention on teacher-centered education has
changed into the learner-centered one in the field of school pedagogy. Among the factors
which have an influence on student’s learning, learning strategy is one of the most important
factors. And in 2003, the National Standard for Compulsory Senior English Curriculum stated
that senior students were required to develop their abilities in applying learning strategy to
different subjects. In 2005, the National Standard for Compulsory Senior English Curriculum
has posed that the training of students’ learning strategies is one of the prominent aspects in
their curriculum. Therefore, investigating students’ strategy use is very important. It not only
helps teachers give students a correct guidance, but also helps students study easily and
efficiently. However, a large number of investigations which are largely based on the
classification of Oxford (1990) are conducted among college students. Thus it is necessary to
have a research aiming at senior students, especially based on the National Standard for
Compulsory Senior English Curriculum.
According to the National Standard for Compulsory Senior English Curriculum,
English learning strategies have four classifications: cognitive strategies, monitoring
strategies, resource strategies and communicative strategies. To facilitate the research, Yuan
Changhuan divided learning strategies into five parts: cognitive strategies, regulating
strategies, communicative strategies, resource strategies and affective strategies. And this
thesis is based on his questionnaire to investigate Grade Three students’ English learning
strategies use. In addition, there are many factors which influence students’ use of learning
strategies. Generally speaking, these factors can be concluded into two aspects, one is learner
factor; the other is non-learner factor. And in this thesis, the re