A Study Of The Use Of English Writing Strategies Of Senior High School Students On New English Curriculum Standards

Listening, speaking, reading and writing are the four basic skills of English learning. Among them, writing, as a kind of productive language skill, reflects students' comprehensive ability of English learning. However, the current situation of high school students' English writing is far from being satisfactory. Compared with three other skills, students' writing proficiency is relatively poor for a variety of reasons. A lot of researchers' researches on learning strategies show that there is a close relationship between learning strategies and learning competence. In 2003, English curriculum standards for Senior High School issued by the Education Ministry pointed out that teachers should help students to form their own effective learning strategies, which contributes to the development of students' self-learning ability. Therefore, the author believes that writing strategies influence the students'performance in writing.According to the status quo, the author carries out a research on the using of English writing strategies of high school students. Based on the theory of second language learning strategies, this study mainly employs questionnaire survey to explore the following questions:(1) How are English writing strategies employed by high school students? (2) What are the deficiencies of high school students in learning English writing? (3) Are there any differences between the high score students and low score students in the use of writing strategies?Data collected are processed and analyzed by using SPSS and Excel. The result of data analysis shows that:(1) Almost all of the writing strategies involved in this research are employed by high school students. But the frequency of using those writing strategies is low and unbalanced. (2) Most high school students do not pay much attention to the learning process of writing so that there exist some deficiencies, such as inefficient use of learning resource; weak self-monitoring and self-assessment ability. (3) The frequency of using different writing strategies of high score students is all higher than the low score students. And the difference of language strategy is the most obvious.The conclusion of this study will be instructive to the teaching and learning of English writing. Teachers should raise their awareness of teaching writing strategies, and help students to form and effectively use their own writing strategies. In the mean time, students should have right attitude to English writing, employ writing strategies as many as possible, and try to improve writing skills with their own efforts.