An Investigation On Language Learning Strategies Of Students With English Learning Difficulties In Junior High School Of Rural Areas

Students with English learning difficulties have always been concerned in education. They objectively exist and can not be ignored. In order to help them overcome learning difficulties, many researches have been done. Ever since the1970s, many researches have shown that effective language learning strategies can help students with English learning difficulties reduce their learning burdens and difficulties. Besides, the National English Curriculum Standards stress that learning strategies are the guarantee of improving learning efficiency and developing the ability of autonomous learning. Therefore, having an investigation on language learning strategies of students with English learning difficulties is very significant.Lots of researchers have achieved fruitful achievements in this field. But most of them focused on adults or successful learners but few have done researches among junior high school students, especially among students with English learning difficulties in rural areas. Through carrying out an investigation on students with English learning difficulties of Grade Eight at Wamiao Junior High School in Ziyang, Shaanxi Province, this investigation is to investigate their understanding and attitudes towards language learning strategies as well as the using frequency of strategies. On this basis, the author analyzes the use of language learning strategies by students with English learning difficulties and their reasons for having difficulties in learning English. And then, some suggestions are provided. This investigation aims to explore the following problems:(1) How well do students with English learning difficulties understand language learning strategies? What about their attitudes towards language learning strategies?(2) Do students with English learning difficulties use any language learning strategies in their process of learning? What about overall using frequency? What about their use of each specific or concrete learning strategy?Based on language learning strategies of the National English Curriculum Standards and affective strategies of Oxford, a questionnaire was made; and the investigation was conducted on the afternoon of February28th, Friday,2014. The questionnaire was distributed to get information from30students with English learning difficulties at Wamiao Junior High School. Then the data was collected and analyzed. The results show that almost90%of subjects do not know language learning strategies; but about86.6%of subjects have a positive attitude towards mastering language learning strategies. Besides, students with English learning difficulties more or less do employ some language learning strategies. The overall language learning strategies use is not satisfying. Among five types of language learning strategies, such as, cognitive strategies, meta-cognitive, communication strategies, resource strategies and affective strategies, communication strategies and meta-cognitive strategies are least frequently used. Of38specific language learning strategies, only this strategy Ⅰunderstand English with the help of Chinese when necessary is usually used by students with English learning difficulties. Twenty of them are sometimes used. Seventeen of them are not usually used. The conclusion of this investigation is that there actually exist serious problems about language learning strategies by students with English learning difficulties. They often use only several familiar strategies and neglect employing other strategies to facilitate their learning; besides, their learning autonomy and strategy awareness are not high. All of these directly result in their learning difficulties. But, they have the necessity to learn and master language learning strategies.This investigation reveals the overall picture of language learning strategies used by students with English learning difficulties, which has strong and practical pedagogical implications. At the same time, some suggestions are given to students with English learning difficulties. Through this investigation, the author hopes that students can have a better understanding of their study, establish strategy awareness, facilitate their learning with the guidance of learning strategies, and reduce learning burdens, free from learning difficulties and finally become independent and autonomous learners.