A Study On Learning Strategies Of Junior High School Students From Different Residence Registration And Their Correlation With Students’ Achievements

The economic development makes the population flow more and more frequent,and the school’s students’ residence registration becomes more and more complex.Students are themselves different.Learning strategies,as part of students’ differences,has some effect on English achievements.This thesis will compare the learning strategies differences of junior high school students from different residence registration.It will also explore the correlation between learning strategies of students from different residence registration and their English achievements so as to find out some measures to improve English achievements.This thesis has questioned 225 students and divided these students into four groups.They are local students(type1),nonlocal students graduated from local public primary school(type2),nonlocal students graduated from local civil primary school(type3)and nonlocal students graduated from nonlocal primary school(type4).By using Excel,one-way ANOVA,Spearman correlation,I came to the following conclusion:(1)There are differences in learning strategies of students from different residence registration.It is showed in the results that type1 and type2 students use learning strategies more frequent than the other two types of nonlocal students.(type 3 and type4 students)(2)There are differences in achievements of students from different residence registration.There is no big difference in average grades between type1 and type2 students.However,the average grades of the previous two types of students are much higher than the other two types(3)There is correlation between learning strategies of students from different reisidence registration and achievements.No matter what type the students are,the planning strategy and effort strategy have some effect on achievements,but the helping strategy,monitoring strategy and organization strategy have little effect on their achievements.Monitoring and elaboration strategies have obvious effects on English achievements of type1 students.Repetition and organization strategies have obvious effects on the English achievements of type2 students.Environment strategy has obvious effects on the English achievements of type3 students.Repetition and Environment strategies have obvious effects on the English achievement of type4 students.According to the above results,this thesis has put forward some measures to improve English teaching and English achievement.I hope the measures can be of some help to others.