An Empirical Research On Training Of English Learning Strategies For Junior Middle School Students

Learning to learn is a common consensus of education in the 21st century,and teaching students to learn is an important issue to be faced in all educational work for the new era.At the beginning of this century,under the background of new curriculum reform,English Curriculum Standards for Compulsory Education(2011 Edition)issued by Ministry of Education,emphasized that learning strategies is an important part of developing students' comprehensive language proficiency.In 2012,Professional Standards for Secondary School Teachers(Trial)was formally put forward and directly stated that on the one hand,teachers should guide middle school students to learn independently and cultivate good habits of thinking,on the other hand,teachers themselves should improve the professional level of teaching and continuously improve their professional ability.So strategy teaching has become the proper choice of English classroom teaching content in the middle school.However,the phenomenon that middle school students study English without the appropriate way is widespread;admittedly,apart from limited students'personal learning ability,numerous studies have shown that the main reason why teachers fail to give students the right learning strategies.In the past 20 years since 1998,Chinese scholars have carried out related research on the English learning strategies of middle school students,and have achieved fruitful results.But the focus in this research area is mainly on the present situation of Enlish learning strategies,influencing factors,correlation with performance and traning measures for middle school students.However,the diachronic research on the training mode of English learning strategies and the effectiveness of strategy training for middle students needs to be discussed and solved urgently.In view of this,under the above four backgrounds,namely the times,policies,realities,and academics,with a title of "An Empirical Research on Training of English Learning Strategies for Junior Middle School Students",the dissertation took constructivism theory,humanistic theory,information processing theory and second language acquisition theory as the theoretical foundation,using the literature research method,survey research method,interview research method,classroom observation research method and experimental methology,On the basis of measuring the current using situation of Enlish learning strategies among 183 first-year studens,analyzes the factors affecting their choice and use of the strategy,and conducted a four-month English learning strategy training for 41 participants.Throuth this research,the construction of strategy training mode are completed,and to complete the diachronic research on the effectiveness of strategy training in specific teaching practice.Finally formed following research conclusions:1.The overall level of English learning strategies of the first-year students in D middle school is generally;2.Strategic training can improve the use level of English learning strategies and English learning level;3.The special lectures have a significant effect on the improvement of the English memory strategies;4.The theme activities have a significant effect on the improvement of the English metacognitive strategies and social strategies,but have a general effect on the improvement of the English compensation strategies;5.The integration of teaching content and off of school training have a significant effect on the improvement of the memory strategies,cognitive strategies and metacognitive strategies;6.The internalization of middle school students' English learning strategy training content cannot be achieved overnight.Based on the above research conclusions,this paper puts forward the following eight suggestions:1.Actively strengthen the awareness of the training of English teachers in the first-line middle school;2.Fully optimize the training system of pre-service middle school English teachers' learning strategies;3.Deeply promote the post-service middle school English teachers' learning strategies and training ability;4.Enrich the content of diversified middle school English teaching with integrated knowledge;5.Implement multi-path combination of personalized middle school English learning strategy training;6.Build an intelligent network based on middle school English learning strategy training platform;7.Establish a professional evaluation system for middle school students' English learning strategies;8.Develop and implement a standardized school-based curriculum for middle school English learning strategies.