Comparative Study On English Learning Strategies Of Good English Learners And English Learning Difficulties In Senior High School In China

On the premise of the theories of linguistic psychology, applied linguistics, psycholinguistics, socio-linguistics, and absorbing the achievements of the research in learning strategies home and abroad, especially the results of the western "second language acquisition", the present study has made an further approach to the theories concerning the English learning strategies, such as its definitions, characteristic, structures and so on. On the basis of above theories, by means of experimental method, we have probed into the using of English learning strategies about good English language learners and the English language learning difficulties, and the reasons why they succeed or fail in English learning in view of the English learning strategies. Moreover, we have explored the law of the development and characteristics of senior high school students' English learning strategies, and the factors of sex, the previous English level and Chinese level and time of English learning which affect their using of learning strategies, the conclusions have thus arrived as follows: 1. The senior high school students' English learning strategies consist of three basic strategies (cognitive strategies, metacognitive strategies, and affective strategies) including 9 components which are cognitive knowledge, cognitive communication, cognitive psychology, learning and planning, self-monitoring, evaluation and regulation, affective management, resourcing and cooperation.2. Distinct differences arise between the good English language learners and the English language learning difficulties in the 9components of the English strategies, and communication strategies are poorly used among the senior high school students in the local area.3. The development of the senior high middle school students' learning strategies is discrepant with grade increasing, and the good English language learners and the English language learning difficulties have their own different development characteristics.4. Sex, the previous English level and Chinese level, time of learning of the senior high school students have a different affect on their English learning strategies.