A Preliminary Exploration Of Indirect Penetrating Strategies Teaching Mode In High School English Teaching And Learning

With the continuous reform of College Entrance Examination system and new curriculum syllabus, foreign language teaching researches have been remarkably developed. More and more attention is paid to the application of learning strategies in language learning, which also become an important issue in the field of applied linguistics. Although being based on second language acquisition theory, cognitive psychology and neurolinguistic theory, a lot of learning strategies researches put the theories into practice in the real English teaching experiment from which we get remarkable reflection and enlightenment, most of the related researches still focus on the investigation of students’ utilization of learning strategies. There are a lot of qualitative researches; however, quantitative researches which are based on effective and multidimensional experiment data are relatively fewer. Existing researches seldom focus on the penetration of learning strategies through the invisible influence of teaching methods from the teachers’ perspective, and only single training of one aspect of learning strategies.The pedagogical experiment selects a sample group of 96 senior students in two classes of Xi’an Tie Yi High School and lasts for one semester from September,2014 to February, 2015. Through the initiative exploration and application of indirect penetrating strategies teaching mode in high school English teaching and learning, its feasibility and operability are testified and the effect and implication, especially on teaching are demonstrated and revealed. The mode relies on the existing learning strategies research, summarizes and recreates the specific teaching modes and strategies of cognitive strategy, metacognitive strategy and resource management strategy respectively. Questionnaire for teachers and students respectively, class observation and one-on-one interview, teaching experiment, various data analysis all adding a whole constitute the main part of this article. A comparison is finally formed between the experimental class and control class through collected data such as examination scores and class performance, thus determining the role of indirect penetrating strategies mode in English teaching and learning as well as its limitation. The major pedagogical findings of this thesis are as follows:(1) English learning strategies and English score is positively correlated and the application of English learning strategies is one of the main factors influencing students’ English learning. (2) The consciousness of adopting strategies and practical application of high school teachers and students are relatively below the required standard. Teachers mainly pay attention to teaching strategies and the school seldom particularly organizes activities about learning strategies instructions (3) English learning strategies training can’t be confined to a single strategy. Cognitive strategy, metacognitive strategy and resource management strategy are supposed to be integrated to achieve the mutual promotion. (4) Indirect penetrating strategies teaching mode has more accordance with the current situation of high school English teaching because there is no need to particularly occupy a large amount of class time to teach strategies and it has favorable effects on improving students’ academic performance especially testing score and developing effective English learning methods. Due to subjective and objective condition limitations, there are still some flaws in questionnaire design and the design of teaching mode and its experimental application, which are mainly listed in the conclusion and suggestion part to provide several hints for further researches.