A Survey On English Writing Strategies Of Junior High School Students

Many foreign scholars believe that effective language learning strategies will make language learning more successful and reduce the difficulties that encounter in learning.Besides,writing strategies is one type of learning strategies.Therefore,effective writing strategies can also reduce the difficulty of writing.This paper bases on the theory of constructivism and uses Liu Zhiqun's classification of writing strategies.And the author uses questionnaires,interviews and collecting students' performance to investigate the current situation of junior high school English writing strategies,the differences in the use of writing strategies between high and low groups,and the correlation between writing performance and writing strategies.The research is carried out in Mudanjiang No.16 Middle School.The main results are as follows:First,from the perspective of students,students use the meta-cognitive strategies most frequently in the writing strategies and linguistic device strategies are second and the least is conceptual organization strategies.From the perspective of teachers,senior teachers have more cognitive for writing strategies than junior teachers.However,both senior teachers and junior teachers pay attention to the penetration of students' writing strategies in class and make efforts to improve students' writing performance.Second,the frequency of writing strategies used by high group is higher than low group.The high group usually uses the linguistic device strategy of writing strategy while the low group often uses the meta-cognitive strategy of writing strategy.Although the high group students have higher cognition and use more frequency of writing strategies than low group students.In general,both high and low groups use very low frequency of conceptual organization strategies in writing strategies and their perceptions of writing strategies are not comprehensive.Both high and low groups students believe that writing strategies are correlated with writing performance.Third,through Pearson regression analysis,the author concludes that cognitive strategies in English writing strategies have the greatest impact on students' writing performance while conceptual organization strategies have the smallest impact on students' writing performance.This research provides a reference to the use of English writing strategies to enhance students cognition and use.At the same time,teachers should strengthen their cognition of writing strategies and permeate them to students while teaching.