A Study On The Correlation Between English Grammar Learning Strategies And Language Performance

For a long time,English grammar teaching has been the most crucial factor in the process of junior high school English classroom.Grammar learning in junior high school,as the initial stage of systematic grammar learning,plays a key role in language learning in the future.Grammar learning strategy,as a powerful learning strategy,should never be ignored.This study uses quantitative and qualitative research methods to study grammar learning strategies of the third year students of junior high school in a rural area in North China.Questionnaire and interview are used in data collection process.After analyzing the collected data with SPSS 17.0,the research results are as follows:Junior high school students in rural areas generally have a low level of grammatical strategies,especially meta-cognitive strategies;There is a certain degree of correlation between language achievement and grammatical strategy use;Except for meta-cognitive strategies,there is a statistical difference between high-achievers and low-achievers in the use of grammatical strategies and language proficiency can benefit from grammar learning strategy use.To be specific,there barely exists relationship between language achievement and meta-cognitive grammar learning strategies;there is low relationship between language achievement and cognitive,emotional strategies;there is moderate relationship between language achievement and social strategy.According to the research results,this study has some implications for rural teachers to update professional capabilities and for students to have a correct attitude to learning grammar and actively explore appropriate grammar learning strategies.