A Study Of Grammar Learning Strategies Of Junior High School Students

Foreign language learning is a complex process,each step of which involves the use of learning strategies.Grammar,as an necessary part of teaching,runs through every stage of junior high school English teaching.Grammar learning strategy is one of the language learning strategies,which refers to students’ deliberate ideas and behaviors in order to better learn,master and use grammar structure.Reasonable use of grammar learning strategies can promote the effect of grammar learning.In the current research,there are more and more researches on foreign language learning strategies,but there is a phenomenon of research imbalance.Listening,vocabulary,reading and other learning strategies are studied by more and more people,while grammar learning strategies are not studied much,especially for junior middle school English learning strategies.Grammar learning strategies are divided into four dimensions: metacognitive strategy,cognitive strategy,emotional strategy and social strategy.This study will investigate the distribution,frequency and specific application of each of the four strategies.Combined with the research results of grammar learning strategies at home and abroad,questionnaire survey was used as the main research tool,supplemented by interviews,to investigate 202 junior high school students in three grades in Changchun.The research questions are:(1)How do junior high school students use grammar learning strategies?(2)What are the problems with junior high school students’ using grammar learning strategies?(3)What are the factors that affect the use of grammar learning strategies?The results of this study show that junior high school students use English grammar learning strategies at a medium frequency,that is,they do not have a strong sense of use.Among the grammar learning strategies,meta-cognitive strategies are the most frequently used,followed by social strategies,cognitive strategies and emotional strategies,with significant differences in high,medium and low frequency strategies.In addition,the analysis of item data shows that there are problems in each specific strategy.The main factors thataffect the use of grammar learning strategies are teachers’ and students’ attitudes,learning motivation and efforts.Grade can also be used as the factors that affect the use of grammar learning strategies,but only social strategies are relevant.Gender does not affect the use of grammar learning strategies.Therefore,according to the above conclusions,this study puts forward the following suggestions:(1)teachers can consciously pay attention to the cultivation of grammar learning strategies in grammar teaching;(2)they should start with the details,pay attention to the differences and existing problems among various grammar learning strategies,and provide corresponding solutions from the differences and problems;(3)they can use the factors that affect the use of grammar learning strategies of junior high school students to give students positive influence and help them to use grammar learning strategies better.