A Study On The Relationship Among Personality, Language Learning Strategy And English Learning Achievement Of Senior Middle School Students

Recent several decades, people gradually attach great importance to the relation between personalty, English learning strategy and English learning achievement. People have put forward many questions about the relation between them. For example, does personality of learners affect English learning achievement? Do students with different personalities choose different language learning strategies? Do the successful learners use more some language learning strategies than unsuccessful learners? Scholars attempt to find answers to these questions.The study takes 120 senior high school students in Yuan Shi County No.4 Middle School as participants. The research employs EPQ-RSC to test students’ personality and SILL to test students’ learning strategies. And as a result, the research is to explore the relation between high school students’ personalities, language learning strategies and English learning achievement and to analyze students’ use of learning strategies, the leaning strategies’ effect of learning achievement and whether students’ personalities effects English learning achievement. The following are the findings.(1)Students in senior high school often use language learning strategies in which compensation strategies is used the most and metacognitive strategies is used the least.(2)Introverted students use memory strategies, cognitive strategies, compensation strategies, metacognitive strategies and affective strategies more than extroverted students. The frequency of utilization of social strategies of extroverted students is higher than that of introverted students.(3)Students of stable personality use memory strategies, cognitive strategies, compensation strategies, metacognitive strategies and affective strategies more than students of unstable personality. But the correlation is not significant. The frequency of utilization of social strategies of students of unstable personality is higher than those of stable personality. But the correlation is not significant.(4)Students of high group are higher than those of low group in average examination performance. Students of high group use cognitive strategy and metacognitive strategy more frequently. The result shows that proper use of learning strategy can enhance learning efficiency.According to these findings of this study, the teachers could adopt effective measures to guide the students to achieve better English learning achievement based on the students’ own personality and their choice of language learning strategies.