A Study On The Strategies For English Learning In The Reviewing Process At Middle School

Reasonable strategies are a key for anything, which may be of vital importance to increase the efficiency. On studies, proper strategies are beneficial for improving the efficiency, which has been widely recognized. Limited by the age group and the cognitive competence for junior middle school students, it is really difficult for them to learn autonomously totally. Thus, teachers' guidance appears of utmost importance. This thesis mainly discusses the English learning strategies, and also, the associated strategies a teacher may take in teaching. Many hold the view that the reviewing process is helpful for learning a language. From my own experiences in English learning and teaching, I think it crucial to employ proper strategies in the reviewing process to improve English learning efficiency.The author wants to find the answers to the following three questions from this study:1) In the process of review, how to arouse the students' autonomous reviewing awareness?2) Is it possible to foster students' interest in English through using certain reviewing strategies? 3) Is it possible to improve students' English scores through using certain reviewing strategies? Based on many formers' researches, and in the light of the author's own teaching experience, the author designs some practical reviewing strategies. What's more, the author makes an experimental investigation between her two classes. The designed reviewing strategies are adopted to the experimental class in the process of review for one term while the controlled class are taught in the traditional methods. Here are the experimental findings: The achievement of the experimental class is better than that of the controlled class. The students' autonomous reviewing awareness is greatly aroused and their interest in English learning is fostered as well. By interviewing some students with different levels, the author finds that the improvement in English scores is the most effective factor to stimulate the students' learning motivation. The comparison of the achievements after the experimental investigation between the two classes shows us an improvement on the pass and the excellence rate and mean scores both in the experimental class and in the controlled class, but there is only a small difference of about 3 percent in the excellence rate between the two classes before and after the experiment, while a big difference in the pass rate and mean scores after the experiment. The pass rate of the experimental class is 9.31 percent higher than that of the controlled class after the experiment and the mean score is 5.5 points higher. 7 students who are all boys in the experimental class fail, while 10 boys and 1 girl fail in the controlled class.This study reveals that it is quite important for students to employ proper reviewing strategies, which is a practical and effective action to apply the teaching approach "students as main subject, teacher as a guide". Therefore, teachers should pay more attention to students' learning strategies when studying how to teach students well so as to enable students to know how to learn as soon as possible. This study will fill the vacancy of the researches of learning strategies on operating level through the concrete course of learning at Middle School, which is a contribution to the implementation of the new English curriculum criterion.