A Study On The Learning Strategies Training For The English Weak Group In College

The research on English learning strategies at home and abroad more focused on the person who majors in English or succeeds in English learning, and the results on the English learning strategies of weak group in university are very limited, saying nothing of getting a more systematic training mode of learning strategies for the weak group. Therefore, the paper chose the weak group of English learning in Yanbian University as the research object, through the actual investigation and action research, trying to analyse and know the weak group' s situation in using English learning strategies, whether there are differences in the use of English learning strategies between strong and weak groups, the related factors that make weak group form learning strategies, to construct an effective training mode on English learning strategies to improve the use level for weak group, enriching the related study of English learning strategies, provide some useful information for the English teaching reform in university.This paper mainly used the ways of literature, surveys, interviews and action research, combined quantitative and qualitative study, carried out the research from the following five aspects:1. A survey of the situation that university students use the English learning strategies.2. A comparative in the use of learning strategies between strong and weak groups of English learning.3. The factors that impact the formation of English learning strategies for the weak group.4. To construct a training model of English learning strategies for the weak group.5. To verify the training effect with action research.On the basis of surveys and nearly a year' s action research, the paper reached the following conclusions:1. The situation that the weak group of English learning in university is so generic (3.08) .The using model is emotional strategy (3.39)→cognitive strategy (3.08)→communication strategy (2. 94)→metacognitive strategy (2.91) . 2. On the level of 0.01, it shows some significant differences in the use of cognitive strategy, metacognitive strategy, emotional strategy, communication strategy between strong and weak groups of English learning.The strong group is clearly better than the weak group(3.41>2.78) .3. On the level of 0.01, there is a significant positive correlation between the use of cognitive strategy, metacognitive strategy, emotional strategy, communication strategy and the English achievemnets, the correlation coefficient is 0.491,0. 547,0.503,0.429.4. The students who are not in the same age, come from different areas, belong to different nations have different performances in the use of English learning strategies, but these differences did not reach the significant level on statistics.5. After the training ,the situation that weak group used cognitive strategy, metacognitive strategy, emotional strategy, communication strategy is better than before, the increasing numbers are 0. 33, 0. 53, 0.25, 0.21. However, this increase only emerged a significant meaning on statistics in using cognitive strategy and metacognitive strategy, and the changes didn' t show a significant difference in the emotional strategy and communication strategy.6. In view of the delayed effectiveness of strategies training, trainers should seize the critical period of forming English learning strategies - the first semester of students' enrolment, to carry out the English learning strategies training.7. The strategies training on net can break the time and space constraints, it becomes an integral part of training ways.8. The training mode of English learning strategies and the implementation of channels for the weak group of English learning in university can improve the use level of English learning strategies and increase the students' achievement.