A Research On The Correlation Between Vocational College Students' English Learning Strategies And Achievement

Researches and teaching practices have proved that there is a close relationship between learning strategies and English learning efficiency.Only with learning enthusiasm do students know how to learn English initiatively and effectively achieve the desired results.Previous studies pay more attention to the teachers' teaching that is “how to teach”,but it can't help students to improve their learning method and thinking.Therefore,the only way to improve vocational students' English level is to guide students to know how to learn and develop their own learning strategies.This study employs Oxford's English learning strategy questionnaire(SILL),and selects289 freshmen in a vocational college as the research objects.The study tries to explore the relationship between learning strategies and students' academic achievements and compares the difference of the using of English learning strategies among students of different genders and levels.The study attempts to find the problems in Higher Vocational College Students' English learning strategies and improve the students' efficiency in English learning,and also provides references for the reform of English Teaching.The results show that:1.In the 6 dimensions of Oxford's English learning strategies,students use the highest frequency of cognitive strategies,followed by meta-cognitive strategies and memory strategies,and use the least of compensation strategies,affective strategies and social strategies.Both male and female students use cognitive strategies,meta-cognitive strategies and memory strategies more frequently than compensation strategies,and the third is affective strategies and social strategies.In general,girls use English learning strategy less than that of boys.2.There is no significant difference between boys and girls in the usage of memory strategies,cognitive strategies,but there exists significant differences in compensation strategies,affective strategies,meta-cognitive strategies and social strategies.3.The average of English learning strategies from higher level to lower level is:cognitive strategies,meta-cognitive strategies and memory strategies,compensation strategies,social strategies and affective strategies.By Pearson statistical analysis,the correlation coefficient between English learning achievement and English learning strategies is 0.000,and p is less than 0.001.This shows students English learning strategy and English learning achievement is positively related,namely higher level English learners is better good at using English learning strategies.Based on the above findings,this thesis puts forward some targeted suggestions,so as to improve the efficiency of teaching and learning.