| Foreign language learners’ acquisition and application of the language learningstrategies is a significant symbol of autonomous learning ability as well as thefoundation of life-long learning. In primary and secondary schools in our country,cultivating students’ learning strategies is an effective way to enhance learningoutcomes and change the time-consuming but ineffective learning phenomenon. Inthe year of2003, the Education Ministry issued English Curriculum Standards forSenior High School which made clear requirements for senior high school students’learning strategies. In actual English teaching activities, English writing, as animportant standard to measure English language proficiency, is receiving moreattention among teachers and students. However, English writing remains the weakspot of many Chinese EFL students. One of the English teaching difficulties is toimprove students’ writing competence.Based on the status quo and concept above, the author carries out a research tostudy learning strategies in English writing of senior high school students. Theresearch is based on the sample of120students of Grade One from Shandong JigangSenior High School. It mainly employs the questionnaire methods based on O’Malley&Chamot theory. On the way through classroom observation, questionnaire andinterview, the author analyzes the differences between the English writing high-scoregroup and low-score group in writing strategies using.The final result shows a positive correlation between learning strategiesapplication and writing competence. Following conclusions are drawn from the aboveresearch: the research finds indications that more effective learners differs from lesseffective ones in their use of strategies. In particular, the research finds that Englishwriting high-score group uses strategies more frequently and uses a greater variety ofstrategies, than low-score group. In conclusion, it is necessary to train high schoolstudents in learning strategies. Teachers should lay emphasis on basic writing skillsand create more writing practices opportunities for students.According to the research findings, combined with relevant theories on languagelearning strategies and the national English curriculum standards, some detailedsuggestions are offered to develop students learning strategies in writing. Thesuggestions are as follows. To begin with, students should be offered with guidance of writing strategies. Next, teachers should pay attention to the overall development ofthe students’ language competences. In addition, teachers should lay emphasis onbasic writing knowledge. What’s more, teachers should attach great importance tocommunication between cultures. By proper culture-related language teaching,students are able to understand and apply English appropriately as well as avoidpragmatic failures in intercultural communication. Last but not the least, enhance thestudents’ autonomy. Thereby, teachers are able to stimulate students’ motivation andencourage them to be independent learners.This thesis consists of six parts. In Chapter1, the author introduces the origin ofthe study, rationale of the study and the structure of the thesis in the part ofintroduction. In Chapter2and Chapter3, the author explains and analyzes theconcepts of learning strategies, learning strategies in English writing, CognitiveLearning Theory, Language Input Hypothesis plus previous related researches. Inparticular, the thesis differentiates the concepts among learning strategies, writingstrategies and learning strategies in writing. In the next chapter, the author conductsthe research on learning strategies in English writing. In Chapter4, the authorintroduces the research on learning strategies in English writing of senior high schoolstudents, including the research questions, study object, research method anddata analysis approach. In Chapter5, the author analyzes the research findings. In thelast chapter, the author summarizes the research conclusions and teaching proposal,pointing out that this study is inadequate. |
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