Research On Correlation Between English Learning Strategies And Grades Of Middle School Students

A study of learning strategies began in the 1970 s.Up to now,the study of language learning strategies at home and aboard has been studied more than 40 years.From the objects we can find that the majority of published studies on strategies have dealt with adolescents,college or university students and adults in general,only a few studies have scrutinized primary level.This study selects three schools' students as the research objects to discussing the relationship between the language learning strategies and English achievement,aiming at the following questions:(1)What language learning strategies are used by junior middle school students in their English learning?(2)Is there a significant difference junior middle school students' strategies regarding gender?(3)Is there any significant association among the junior middle school students' language learning strategy use and their English achievement? If there is,what is it?This study employs Oxford's “The Strategy Inventory for Language Learning(SILL)” and selects 217 junior middle school students in Hami area as the research subjects to investigate the relationship between language learning strategies and English achievement.Data analysis was performed by using 24.0(Statistical Package for the Social Sciences)data statistical analysis software(independent T-test,descriptive analysis,correlation analysis and multiple linear regression).And the results were showed that:(1)The overall strategies level of the junior middle school students in Hami area is general(M=2.8505).In the six dimensions of English learning strategies,students use the highest frequency of compensation strategies and cognitive strategies,followed by meta-cognitive strategies and social strategies,and use the least of memory strategies and affective strategies.And the rate of indirect strategies is less than direct strategies.(2)There is no significant difference between female and male in the junior middle school(t=0.486,p=0.628).In the six dimensions of English learning strategies,the rate of the application of cognitive strategies and memory strategies,girls are higher than boys.And the rate of the application of affective strategies,meta-cognitive strategies,compensation strategies and social strategies,boys are higher than girls.(3)There is a significant a positive correlation among the junior middle school students' language learning strategy use and their English achievement(r=0.500,p=0.000),and the six group of strategies has a positive impact on each other.And all of the six learning strategies are with the positive significance correlations between the English achievement.The cognitive strategies and compensation strategies can predict 58.8% variance of English achievements.Based on the above findings,this study can help learners to understand their learning characteristics.On the other hand,it is good for teachers to teach effectively and for students to study effectively.