A Survey Of English Grammar Learning Strategies For Undergraduates Of Non-English Majors At Tibet University

With the development of time,the directions of researches on teaching and learning foreign languages have been adjusted continuously,and the research content have been deepen and refined unceasingly.At present,the mainstream of foreign language education research has shifted from teacher-textbook-centred to student-activity-centred.Thus “learning strategy” has become one of the research areas that attract many scholars.It can be said that the importance of grammar has been recognized by people after a period of neglect.At the same time,grammar learning strategies,which play an important role in improving the efficiency of grammar learning,are gaining importance.It can be predicted that more and more scholars and researchers will conduct in-depth research and analysis on it in the future.At present,the study on grammar learning strategies in foreign countries is still not so rich.In China,the research on this field started much later than many countries,and the research results still need to be further studied.Research data on minority nationality regions are relatively scarce,and this study hopes to enrich the research results in this area.Therefore,we study the use of English grammar learning strategies of non English major students in Tibet University,based on the theory of domestic and foreign research.This study aims to answer below two questions: 1.What is the overall situation of the use of grammar learning strategies of non English major students in Tibet University? 2.Are there any difference in the use of grammar learning strategies among students of different genders,majors,regions,nationalities and English proficiency?This paper mainly used six parts to explain the study:The first part is background illustration which explained the background and the structure of this study;The second part is literature review which reviewed and cleared up the relevant conceptions and basic theories concerning this study,and introduced those we had adopted;The third part mainly explains the research design of this study: the research object,the research content and the research method,and the procession of the data collection and analyzation;The forth part is the centre part of this paper which analyzed the statistic result of the collecting data to get the basic research result and conduct further discussion on it.This part shows the current status of the grammar learning strategies using by non English major students of Tibet University,which in general can be illustrated as below:The results showed that the overall level of grammar learning strategies used by non English major students of Tibet University is not so satisfactory.Generally speaking,the use of grammar learning strategies of the students is low,still a distance from the ideal level,and their awareness and ability to use the strategies are both weak and unsatisfactory.Among all strategies being investigated,affective strategies are most frequently used,followed by metacognitive strategies,cognitive strategies and communicative strategies.The average frequency of the total use of grammar learning strategies is 2.7,which means “sometimes use”,and this means that the use of grammar learning strategies by the respondents is at a low level,students' awareness of autonomous learning and awareness of adjusting their feelings and emotions to cooperate the study are both weak.What's more,it is not common for students to seek for help when they encounter problems and doubts in the process of learning grammar,they just don't have enough “seek help” awareness.Specific to every aspects: male students show higher frequencies in using every grammar learning strategies than female students,except affective strategies;Science students use more grammar learning strategies than liberal art students in every aspects except cognitive strategies;Students from agricultural and pastoral areas use more grammar learning strategies than students from cities,and except cognitive strategies,there are significant differences in the average number of samples in other strategies between students from agricultural and pastoral areas and students from cities;Students from Tibet Autonomous Region high schools use grammar learning strategies more frequently than students from high schools from other areas,and there are significant differences in the average number of samples in every strategies between them;Minority nationality students use grammar learning strategies more frequently than Han students,and there are significant differences in average number of samples in every strategies between them;Students of higher English proficiency use grammar learning strategies more frequently than students of lower English proficiency,and there are significant differences in average number of samples in affective strategies and cognitive strategies between them.The content of the fifth part: according to the result of the study,I put forward some suggestions for teachers and students in these areas according the actual situation of non English major students of Tibet University base on this study and hope they could provide some effective reference for teachers and students in similar regions to improve their English grammar teaching and learning.The sixth part is the introspection of this study.