An Investigation on Language Learning Strategy Use of Chinese Junior Middle School Students 英语专业毕业论文.doc

An Investigation on Language Learning Strategy Use of Chinese Junior Middle School Students Abstract: This paper employed Oxford’s Strategy Inventory for Language Learning to make a survey on learning strategies of Junior Middle School students. The findings of the study indicate that the learning strategies used most frequently by junior students are metacognitive, social and cognitive strategies, followed by … Key words: learning strategy; junior students; significant difference 1. Introduction How can teachers enable learners to study the second language or foreign language more effectively? For several decades, applied linguists and educators have devoted themselves on this problem by improving teaching methods. In reality, different novel teaching methods such as suggestopedia, community language learning and total physical response have been tried, but the efficiency of foreign language teaching (FLT )has not been raised remarkably. With the development of cognitive psychology, researchers have realized that learners are active thinkers and problem solvers instead of passive receivers… With related previous studies as a guidance, the writer conducted a survey on the English learning strategies among junior middle school students in china, expecting to find out the following problems: 1) What is the frequency of learning strategies used by junior middle school students? 2) Is there significant difference between Junior One and Junior Two in learning strategy use? 3) Is there significant difference between genders and learning strategy use? 2. Literature Review 2.1 Definition and Classification of Learning Strategies …. 2.2 literature Review at home and abroad Researches on second language learning strategies have begun since some applied linguists such as Rubin, Stern and Naiman published their essays in 1975, discussing the learning strategies of good language learners. Later, there has been increasing i