A Survey On The English Autonomous Learning Strategies Of Rural High School Students Of Migrant Workers' Family

With the development of China's industrialization,the speeding economic growth,more and more rural surplus labors migrate to cities to work.They want to but can not take their children with them to cities to be educated and live together.As a result,the problem of rural students emerged.The so-called “home-left” students refer to those students whose parents,either or both migrant workers,have to stay in the residence location and are taken care of by the elderly or relatives.These “home-left" students lack normal parental care and education.There must be some challenges and defects in their English learning autonomy.Developing senior high school students' English learning autonomy with effective language studying strategies are goals set by the Regular High School English Curriculum Standard(Experimental Version)issued by the Ministry of Education,which requires students to have English autonomy learning strategies feasible to themselves.The purpose of senior high school students' acquisition of autonomous English learning strategies relate to the better ability of learning autonomy,and their English learning efficiency and life-long study and personal development.However,with the absence of parents caring and education,parents can not guide students' learning method,stimulate their learning initiative.The level of rural “home-left" students English autonomy learning strategies are concerned and worthy of study.The author makes a survey on the English autonomous learning strategies among Grade Two students in a rural senior middle school in Putian city,Fujian Province.The research covers the following questions: first,what's the level of the whole home-left students' English autonomous learning strategies in rural high school? Second,is the level of home-left students' English learning autonomy strategies correlated to their English scores? Third,are there any differences in learner learning autonomy strategies among students of high achievers,middle achievers and low achievers?The results of the study indicate that:First,as a whole,home-left students in rural high school have a low level of English learning autonomy strategies,which is far from meeting the requirements of the Curriculum Standard.Second,it finds a significant correlation between the level of their application of English Autonomy Learning Strategies and English achievement.Third,there is a significant difference among high achievers,middle achievers and low achievers in terms of the use of autonomy learning strategies,i.e.the high are better at using strategies than the other two groups in the application of strategies.Finally,based on the results of the investigation and relevant analysis,the author of the thesis attempts to provide some suggestions to improve home-left students' English and promote the use of autonomous learning strategies.The suggestions are as follows: appealing to social resources to accompany the growth of home-left students;precision assistance on weak learners' alleviation through help;cultivating the learners' awareness of language autonomous learning strategies;teachers should resort to different instruction approaches to students of different language studying autonomy.