An Investigation Of Learning Strategies In Vocational Schools

The study on language learning strategy is an important branch of applied linguistics in 70s of the last century and becomes one of the hot topics in Second Language Acquisition (SLA) in 80s. It is the study of the language learners and it studies the general regularity in the language learning process and the affect on the process and effect of the special character of the learners. The most important of all, it is to study the characteristics of the good language learners.Foreign language learning is a complex learning process involving both cognitive and affective factors. In recent years, foreign language learning, especially English learning, has attracted more and more attention of many researchers and teachers in China. For a long time, Chinese EFL teaching has been following the model of"teacher-centeredness"for certain reasons. Such teaching model emphasizes the cognitive aspect, but ignores the affective factors. That is, students, as subjects of learning, used to be neglected. Since 1970s, many researchers have realized that the success of foreign language learning depends largely on language learners themselves, and their attention has shifted from teachers to learners ever since. Ellis (1994) proposes a framework to the study of individual differences, and learners'affective factors are included in it as a key element which will affect language learning outcomes.This thesis is based on the investigation and analysis of the students in the Machine Electrical Department of the Vocational School in Qingdao Development Zone. It tries to know the students'understanding and using of learning strategies. By studying the using frequencies and emphasis of learning strategies of the good and the bad language learners, this thesis aims to make clear of and attach importance to strategy training.The result of the study shows that: (1) The students in the vocational school are generally lack understanding in language learning strategy. (2) The students mostly use memory strategies, followed with compensation strategies, cognitive strategies, meta-cognitive strategies, social strategies and affective strategies. (3) The students who use strategies, no matter consciously or unconsciously, are better at language learning and have higher initiative in the study process.The results of the study have illuminating remarks on English teaching: (1) Learning strategy training should be strengthened at the beginning of the new term, that is, to the new students when they come to the vocational school. This is beneficial for improving their consciousness of learning strategy. (2) The teachers should have the consciousness to pay attention to the learning strategy and emphasize permeating the learning strategy into the teaching. (3) In order to improve the interest in learning English, the teachers must treat correctly the students'attitude toward learning English, and consider thoroughly the affective factors of the students.In conclusion, the conscious use of and emphasis on learning strategies by English teachers and learners will be helpful to language teaching and learning, and to a large extent change the present situation in the English classrooms.