An Investigation Of The Status Quo: Of High School Low-achievers’ Utility Of English Learning Strategies Under The New Curriculum Standard

With the development of quality-oriented education, we pay more attention to thedevelopment of comprehensive. However, during our teaching process, there exist a largenumber of students with learning difficulties in English. Especially high school students,which arouse the concern of teachers and students. Although the domestic and foreignscholars did many researches on this issue, the adults are the main study object..Therefore, this paper mainly analysis the orientation of learning strategies of high schoolstudents.The research has a significant role on the development of teachers and students,which can make teachers thoroughly and clearly know their responsibilities, improvetheir teaching skills and students’ values, who can gradually find their own way oflearning, and experience the joy of learning, what’s more, deepening the teachers’ leadingrole. For students, learning strategies’ research can develop their autonomous andcooperative learning ability, which can build up their, who have learning difficulties,confidence in the process of learning English, and then steadily improve their Englishlevel. Students also can be based on the questionnaire, analysis the specific situation, andfind a more suitable way of learning by themselves, so as to become truly autonomouslearner.This investigation concerns the basic situation of students by test, interview andquestionnaire survey. The test mainly depended on Junior High School GraduationExamination of Shaanxi Province in2012; choosing263students who is from six samelevel classes of grade one. Finally, we find that107students’ scores are under the grandaverage, which could be initially thought students with learning difficulties. Studentsinterview planned to choose50students from107students, which aimed to sum up themain problems of those students in learning process, this step can make a foundation forthe questionnaire.Questionnaire adopted the Oxford’s, which aimed to clarify two issues: firstly,which strategy did students with learning difficulties frequently use? Secondly, whatwere that strategy’s basic situation and its influence for those high school students ‘English?Through comparison and analysis of the questionnaire, we can find that one third ofstudents lacked of autonomy and initiative in learning; nearly one second of studentsused single way to learn English; only through class to learn English; and one third ofstudents did not have clear learning objectives and motivation, who is not good atrealizing their own mistakes, therefore, it is difficult to improve their English level. Atthe same time, nearly half of the students failed to meet the teacher’s requirements, suchas they can’t do preview、 review and reflect the important points of the text; one thirdof students can’t finish the homework independently, who usually copy others’ homeworkor find correct answers on the Internet to go through teacher inspection; More than threefourths of students were afraid to discuss with others, worrying that they would l havenothing to say in the group discussion, gradually who become Self-abasementlearners; two fifths of students were failed to reflect and concluded after finishing thenew class, nor can effectively locate and make up the deficiencies, this attitude will affectthe acquisition of knowledge. From these data, we can find that the students, who havedifficulty in learning English, will often use memory strategies, cognitive strategies andCompensatory Strategies in the learning process, but rarely use Met cognitive strategiesto guide learning, therefore, the main reason of restricting the development of studentslies in improper use the learning strategies, especially the Met cognitive strategies.Therefore, those students, who have learning difficulties in English, can make progress,which mainly depends on cultivating their autonomic-learning, self-management andself-awareness. Other key factors lies in whether can easily deal with all kinds ofproblems in learning and have a positive attitude adjustment timely. In general, when thestudents with learning difficulties in English faced frustration, which often causedepression or lose the confidence for learning, and gradually become the students whohave learning difficulties in English. So, during the process of learning English, weshould pay more attention to cultivate the Met cognitive strategies, which can improvethose students’ autonomy and learning efficiency.