An Experimental Research On Effects Of Social-affective Strategy On English Grammar Learning Of Senior Three Students

As a necessary element of English teaching and learning,English grammar is perplexing teachers and students.Especially entering high school and with English grammar becoming harder and harder,students begin to get fed up with the tedious class teaching and the changeless learning methods,which make it hard to grasp how to use the knowledge they have learned.As a consequence,many students give up learning English grammar,making grammar teaching and learning into a vicious circle.In order to change the situation,we must change the outdated teaching and learning methods of English grammar and revise teachers and students' opinions.Only if the teacher-oriented and passive grammar learning model is transformed into the student-oriented and inquiry-based learning,students' subjective initiative can be fully tapped.By using different language learning strategies to solve the grammar difficulties they have faced,their English comprehensive abilities will be improved in the end.Among the learning strategies about different languages,English learning strategies are a hit,which catch many researchers' eye.Since 1970s,many famous scholars like O'Malley&Chamot(1990),Oxford(1990),Cohen(1998)and Wen Qiufang(1996;2004)have done massive researches on the categories of English learning strategies,English learning strategies training and so on.In the field of English learning strategies' categories,Oxford put forward six categories in the book Language Learning Strategies:What Every Teacher Should Know,which are memory strategies,cognitive strategies,compensation strategies,metacognitive strategies,affective strategies and social strategies.All these six strategies has become the basis of many researches on language learning strategies.In regard to grammar learning strategies,metacognitive,cognitive and memory strategies are the research focuses,but social-affective strategies are not valued by many researchers.Combining social-affective strategies and grammar learning strategies,the thesis is expected to clarify the relations of them and provide some suggestions for grammar learning.The research began in August 2017 and ended in November 2017.In August 2017,the author wrote two questionnaires and applied them to the investigation of senior three students' grammar learning situation and grammar learning strategies.According to the results of the surveys,it became very clear how often students apply the social-affective strategies to their grammar learning,which determined the following comparative experiment.The experimental study was from September 2017 to November 2017.The author selected the senior three students in two classes,which had the similar performance in English grammar to do a comparative experiment.The two classes were classified into the control group and the experimental group.The students in the experimental group would be exposed to social-affective strategies while the students in the control group would be taught traditionally.By comparing the performance in English grammar before and after training,the effects of social-affective strategies training were to be reflected in the resultsThe results of the experiment prove that social-affective strategies can enliven the English grammar class and improve the motivation of learning.Moreover,social-affective strategies can help students break away from the negative emotion,develop the abilities of investigation and cultivate the habit of cooperation,making English grammar learning more effective.To some extent,the findings of this research have some referential significance.