A Study Of Relationship Between English Learning Strategy And Psychological Capital

Learning strategy is a vital factor affecting students’academic achievement. At present,more researchers explored the relationship between English learning strategies andsubcategory factors of psychological capital (self-efficacy, resiliency, hope and optimism).However, there are relatively fewer researches on the integrated effect of psychologicalcapital and English learning strategies.In response to the issues mentioned above, the purposes of this study can be listed asfollows: (1) to explore the differences between the employment of English learning strategiesand psychological capital among senior high school students in terms of gender, grades,school types and academic achievement; (2) to investigate the relationship between Englishlearning strategies and psychological capital of senior high school students.The thesis randomly selected about 1200 students from four middle schools in Linfenand employed Strategy Inventory for Language Learning (Oxford, 1990) and PositivePsychological Capital Questionnaire (Zhang Kuo, 2010) as instruments to make aninvestigation. And then it referred to SPSS 11.5 to analyze the data, revealing results asfollows:1. There was significant difference in English learning strategies based on gender, grades,school types and academic achievement. In term of the frequencies of using strategies, femaleemployed strategies more frequently than male; students in Grade 2 employed strategies morefrequently than that in Grade 1 and Grade 3; students in key school employed strategies more frequently than that in ordinary school; the higher the academic achievement, the morefrequent the strategies use.2. There was no significant difference in psychological capital based on gender, but inoptimism and hope differences were remarkable; significant difference existed among grades,and with the growth of grades psychological capital descends; on school types, it failed toreach significant difference; on academic achievement, remarkable difference turned up andthe higher the academic achievement, the richer the psychological capital.3. English learning strategies and its sub-category factors had positive correlation withacademic achievement except affective strategies.4. Psychological capital and its sub-category factors had positive correlation withacademic achievement except resiliency.5. Positive correlation existed between psychological capital and English learningstrategies. Under the meditative effect of academic achievement, psychological capital hadremarkable predicative effect on the choice of English learning strategies.6. The integrated effect of psychological capital was more obvious than othersubcategory factors.Then, it proposed some recommendations to improve students’psychological capital andEnglish learning strategies. First, teachers should help students to be more self-efficacy andmake them recognize themselves more comprehensively in order to choose more suitablestrategies. Second, it would be advisable to help students learn effective ways to regulate theiremotions and use affective strategies appropriately. Third, social support should be offered tostudents immediately in order to help them acquire social strategies. In addition, positiveattribution ought to be taught to students. Lastly, the integrated effect of psychological capitalshould be emphasized in order to develop the role of learning strategies.