An Action Research On The Effectiveness Of English Learning Strategy Instruction

With the rapid development of information in the contemporary society,the knowledge is updating constantly,which requires students to find new ways for studying and teachers to find new teaching methods.The traditional learning methods of memorization and cramming can not be able to meet the demand of the rapid development of new knowledge.The learning of strategy has become a lifelong requirement for students.And as a teacher,it is imperative to do some training of effective learning strategy.Throughout the research on language learning strategy and training in recent decades,most scholars at home and abroad have analyzed and summarized it from the students who are from university and junior school.They seldom choose high school students to be research subjects.As a student who is about to take the college entrance examination,if he has an effective learning strategy,he can better improve his ability to solve problems in English and achieve better results.Through interviews with senior students and teachers in Qing'an No.3 Middle School,the writer learned about the teacher's training on students' learning strategies and how the students used these learning strategies.Students are divided into different groups according to their learning attitudes and achievements.Ten students were selected as the targets for learning strategy training.Based on the theory of learning strategy training and cognitive psychology at home and abroad,this study uses the action research method with the content of the college entrance examination review to study the effectiveness of the training strategy of the senior middle school students in Qing'an.This study aims to better guide teachers to focus on the effective training of students' English learning strategies in their future teaching through the study of the effectiveness of the students' learning strategies in the college entrance examination;to enable students to master effective way to learn so as to earn themselves better choices after the college entrance examination;and it will benefit them for life long and help to achieve a good lifelong education.Through the training of learning strategies,we can better help those students who are “motivated but not effective” to improve their learning performance.Through three rounds of action research,this study found that: the first round of training was memory cognition strategy and reading strategy.It was found that six students thought that the memory cognition strategy was effective and four of the ten students have seen greater test results.Two students subjectively thought that the reading strategy training is effective,however the test results showed that it was totally in vain.With the problems of the previous research,the writer conducted a second round of action research.The author strengthened the training of metacognitive strategies based on the results of the previous tests,and found that with the help of metacognitive strategy training,whether it is memory cognition strategy or reading strategy,has showed a better effect.It not only illustrates the effectiveness of memory cognitive strategies and reading strategies,but also demonstrates the effectiveness of metacognitive strategy training.Moreover,in this round of research,the effect of reading strategy training is particularly outstanding,indicating that the improvement of reading ability is based on a certain amount of vocabulary.It is a process from quantitative change to qualitative change.However,there were also some students whose training effect of vocabulary training was not obvious.During the reading training,six of the ten students did not improve their scores.In turn,the writer conducted a third round of action research and has changed the pattern of past training,and strengthened the supervision of student learning strategy training.After further mastering the metacognitive strategies,students have enhanced the memory cognition strategies and reading strategies.This proves that learning strategy training is effective for high school students.However,at the same time,two students are still affected by individual factors and haven't seen obvious improvement in this study.In the course of the research,students are encouraged to strengthen their self-monitoring awareness.While carrying out memory cognitive strategy and reading strategy training,the metacognitive strategy is used to give students a clearer understanding of their own characteristics and the understanding of various learning activities.Due to the limitation of subjective and objective conditions,there are two main deficiencies in this study:(1)The limited number of students selected for training is not enough to present a general phenomenon.(2)The students selected for the research is in Senior 3,which can not reflect the actual situation of all the high school students.This is an exploratory study and that we hope more scholars could conduct deeper studies on high school English teaching and even the graduating class,and guide the direction for more teachers and students.