A Study On English Autonomous Learning Strategies Of Junior High Third Graders During The Preparation For Senior High School Entrance Examinations

Since 1970s,domestic and overseas experts have paid much attention to language learning strategies.They conducted a great deal of researches which indicated that successful learners applied more learning strategies than less successful ones in the process of language learning.However,the current researches mostly aim at English major students at college or advanced learners.The junior high third graders are special language learning groups.They are facing the Senior High School Entrance Examination which is significant in their lives.Besides,they can spare little time on each subject because they have to review six different subjects at the same time.Therefore,autonomous learning becomes predominant during this period.How to maximize the learning efficiency becomes really important for the junior high third graders.If we can figure out whether there is a correlation between the use of learning strategies and scores,it would be easier for students' English review in and preparation for the Senior High School Entrance Examination.And teachers can also give students some strategy trainings and guide them to review in an efficient way.Based on the thoughts above,the research mainly explores the following two questions:(1)What autonomous learning strategies do the junior high third graders use for preparing for the Senior High School Entrance Examination?(2)What's the relationship between English autonomous learning strategies and the scores of Senior High School Entrance Examination?This research employs the strategy learning classification proposed by O'Malley&Chamot(1990)and the metacognitive strategy questionnaire as well as the cognitive strategy questionnaire made by Purpura(1999).The thesis makes a descriptive analysis of which strategies are more frequently used in English learning,and then makes an analysis of the scores of the Senior High School Entrance Examination and the data of questionnaire.The results of questionnaire show:(1)The junior high third graders are good at using some cognitive strategies and metacognitive strategies.For example,they often do some summary and self-reflection actively after tests.The strategies used in written tests are used by students frequently.Compared with other items,making written summary,word transfer and grammar transfer are used rarely.(2)Cognitive strategy and metacognitive strategies both have significant positive correlation with scores.These two strategies have big impacts on the achievements of the junior high third graders.