A Research On The Correlation Between Junior Middle School Students' English Leaning Strategies And Their Achievement

The researches both at home and abroad indicated that choosing various learning strategies will affect the students' achievement to a certain degree. The choice of learning strategy will produce a big influence to students' study result. Lots of researchers argued that students' achievement can reflect directly the situation of using learning strategies by numerous investigations and analyses. More often than not, students used the strategies frequently like cognitive strategies, metacognitive strategies and compensation strategies. There are some problems when students use learning strategies .For instance, students used to have problems with the correct use of learning strategies. Their ability of using learning strategies is weak. As we know, teachers' teaching methods, teaching materials and the environment etc. are the major factors which result in the different ways of students' learning strategies. Teachers' duty is not only to instruct the students knowledge; one of the most important things is to train their ability to use learning strategies correctly. Therefore, teachers should help the students master proper learning strategies on the basis of their individual characteristics. The development of English learning strategies will affect students' ability of life-long learning. Teachers should realize fully about the importance and pay more attention to the development of students' learning strategies at the initial stage of junior middle school students', especially communicative strategies and cognitive strategies. The New Curriculum Criteria of Middle School also required explicitly that we need to train students' learning strategies through the practice of teaching .The author who has been engaged in English teaching of junior middle school for twelve years, has found that it's important to investigate, analyze the current situations of students' learning strategies and solve the problems exist in students' learning strategies.The junior middle school students are all at the age of developing their thinking and ability of study, so it's the critical period to train their learning strategies. At this point, the paper studies the relationship between students' achievement and their learning strategies of English language learning and hopes to know more about how junior three students choose and use their learning strategies and what influence their achievement when they use the learning strategies. The paper aims at providing some theory bases about how to train the junior middle school students' language learning strategies.The study has its research gone via questionnaire and an English test. Which focused on the relationship between the learning strategies and the factor of achievement with the method of the correlation analysis from SPSS 11.0. The main content of this research includes the present use situations of junior middle school students' learning strategies and the correlation between study achievement and their learning strategies.The result of this investigation shows that the average mark of using learning strategies of Junior Three students' in Wenfeng Middle School in Shishou City is 3.00.The use condition turns out to be general. Among six learning strategies, the most frequently used strategies are cognitive strategies and metacognitive strategies; compensation strategies are used less, memory strategies ,communicative strategies and affective strategies are least employed. Most students use communicative and affective strategies fewer or never. The whole level of learning strategies have close relationship with students' achievement, at the same time ,students at different level have difference in using learning strategies (spontaneously). This result is almost the same as previous researches.As for the outcome of this study, the author obtained some enlightenment by analyzing the students' learning strategies in Wenfeng Middle School, and on the basis of the result the study finally points out that it is imperative essential that teachers' concept and methods of teaching should be changed .