Russian Study Relevant Factors On The Learning Strategy Impact Empirical Research

Nowadays, with the technology developed rapidly, knowledge renewed unceasingly, society has brought forward higher call for talented person, thus lifelong study has already became the choice which each person faced inevitably. Education, the main way of cultivating talented man, must adapt this new situation and change the traditional teaching model focusing only on teachers"how to teach"into cultivating students to know"how to learn". How to teach student to study, to a large extent, depends on the cultivation of student learning strategies.At present, the domestic and foreign scholars have already made certain achievement in learning strategies as well as the foreign language learning strategies, involving the definitions of the foreign language learning strategies concept; the classifications of the foreign language learning strategies from multi-latitudes; the analyses of factors affecting the form and application of learning strategy, and the instruction and training in the foreign language learning strategies and so on. Achievements of these studies are not only conducive to the deepening of research in this field, but also play an instruction role to student's study and teacher's teaching. But little research has been conducted in applying to Russian learning strategy compared with English; moreover most of the research only restricted in the theoretical analysis, lacking the empirical research for dynamic learning strategy. It can be said that the empirical research for Russian learning strategy is a relatively new domain and there is a big research space. This dissertation first analyzes the correlative factors influencing Russian learning strategy and carries on the investigation, experiment and in-depth analysis to Russian learning strategy in middle school and related factors under the theory instruction, basing on the relevant foreign language learning strategy theories and characteristics of Russian learning. Finally the research conclusion and the teaching suggestion are proposed.The thesis is divided into five parts:Part I: Preface. This part mainly elaborates the purpose and significance of empirical study on how the correlated factors of Russian learning influence Russian learning strategies, the object of research, the research content and the methods.Part II: Outline of foreign language learning strategy theory. This part elaborates and defines learning strategies, foreign language learning strategies and Russian language learning strategy, and classifies Russian learning strategies based on cognitive psychology and the new curriculum standards, which lays the rationale for the paper analysis.Part III: Relevant factors affecting Russian learning strategy. A more important goal to study learning strategy is to identify the factors which affect the choice and use of learning strategies, therefore the definition and classification of the foreign language learning strategies research should be combined with the research of relevant factors. This thesis discusses the following four factors affecting the choice and utilization of Russian learning strategies, that is, environmental factors, learner factors, cultural background and learning mission factors, environmental factors including specific learning environment and teaching environment while learner factors including the Russian language proficiency, gender and professional orientation. In this paper, the above seven factors of unity is defined as relevant factors.Part IV: Analysis of middle-school student's Russian learning strategies and related factors of the status quo. This part elaborates the research design, namely the investigation design and experimental design to investigate the situation, describes the present situation and related factors of secondary school student's Russian learning strategies via research findings and data, analyses the survey and experimental data with SPSS11.5 software package, and studies the related factors effects of selection and application of Russian learning strategy.Part V: Conclusion and suggestion of secondary-school student's Russian learning strategy and its relevant factors. This part proposes the feedback suggestion and the guidance of teaching practice of how to cultivate learning strategies in Russian teaching, based on the present situation of learning strategies and related factors analysis.Finally: Concluding remark. This part is comprehensive summary and outlook of this dissertation.