Research On Developmental Characteristics Of English Learning Strategy, Strategy Consciousness And Strategy Feeling For Primary School Students And Their Relationship

Effective primary school English strategy can not only improve primary schoolEnglish scores, but also lay the foundation for a higher level of learning. The Researchabout strategic situation and development characteristics of the primary school is notenough. Influencing factors of English learning strategy can affect students’ choice and useof the strategy, Strategy consciousness and strategy feeling as an important part of which,for a long time did not receive enough attention. In the primary stage, there is a lot ofconfusion in strategy teaching, Many teaches.have questions in strategy teaching.Teachers need to understand the current development status of primary school Englishstrategy and the influencing factors how to affect the English learning strategy. It can helpstudents to benefit from the strategy learning.In this study, on the basis of interviews, open-ended questionnaire survey, wedeveloped the scale of “primary school students’ English learning strategy”,”Consciousness to English Strategy of primary School Students’’ and” Feeling to EnglishStrategy of primary School Students”.677primary school students used these tools for theinvestigation, In order to allow teachers to guide the students’ use of strategies moreeffectively. The results as follows(1) We developed the scale of “primary school students’ English learning strategy”,”Consciousness to English Strategy of primary School Students’’ and” Feeling to EnglishStrategy of primary School Students” These scale had high reliability and validity,Cronbach α coefficient between0.82-0.96, the school criterion-related validity between0.55-0.62, all indicators were in line with statistical requirements.(2)The overall situation of primary school English learning strategy was not ideal onthe whole. The scores of meta-cognitive strategies, cognitive strategies and affective/social strategies were all between3point("Sometimes") and4point ("usually"),cognitivestrategies with the highest points(3.60), followed by meta-cognitive strategies(3.49), andaffective/social strategies(3.18). Especially, the social strategies were insufficient (2.63).(3)The overall situation of primary school English Strategy consciousness and feelingwere not ideal. Strategic consciousness average was3.80, strategy feeling average was3.75, The two dimensions of Strategy feeling that a sense of joy to strategy and a sense ofjoy to strategy use were also between3.7-3.8.(4)The English learning strategy, strategy consciousness and strategy feeling scorewere positive correlation with the level of school teaching. And girls mastered learningstrategy, strategy consciousness and strategy feeling better than that of boys. In theEnglish learning strategy, interaction of Gender×school level×Grade was significant. Thehigh-quality school had great starting point..Secondary school was less development butwith the greatest potentiality, while the low-quality school had a low level learning strategy.In the strategy consciousness, interaction of school level×Grade was significant. Thedevelopment track was similar to the policy English learning strategy. In strategy feeling,interaction of Gender×school level×Grade was significant. Boys had no significant change,but the girls increased with grade, the strategy on the different levels of schoolperformanced difference.(5)There were directly affection of strategy consciousness and feeling on the use ofEnglish learning. The English learning Strategy feeling was Moderator between Englishlearning strategy and Strategy consciousness. The two dimensions of Strategy feeling that asense of joy to strategy and a sense of joy to strategy use played a mediating role in thestrategic consciousness and cognitive strategies. A sense of joy to strategy explored playeda mediating role in the strategic consciousness and met-cognitive strategy, strategicconsciousness and emotional/social strategy.