| This study is based on Wen Qiu fang’s theoretical system of learning strategies and the current English curriculum standards for junior middle school of English learning strategies.Part of the first-year students of Chongqing Qain Jiang Middle School are the research object,focus on the selection and application of the English learning strategies for first-year students.The gender differences in selection and application were specifically studied for the differences of selection and application in cognitive strategies,regulatory strategies,communication strategies,and resource strategies.The questionnaire survey method,classroom observation method and interview method were been used in my research.The questionnaire is used to collect the students’ differences in strategy selection.The questionnaire is based on Wen Qiufang’s English learning questionnaire.The questionnaire consists of two parts.The first is the concept of students learning English,and the second part is the strategy of learning English.The research tool is SPSS23.0.In order to clarify the specific differences between the above-mentioned strategies in the middle school students,this study selected 110 students in the first grade as the object of the questionnaire survey,and the number of valid data was 105,44 boys,61 girls.The average and variance of the four types of strategies used in the data analysis led to the following conclusions: First,the frequency of use of learning strategies by both male and female students was small at an average of 3.0259.According to the score of the questionnaire,3 indicates that this sentence is sometimes suitable for me.That is to say,the overall use rate of the four strategies is low.According to the interview results,students will not actively use the control strategy or resource strategy to adjust the learning rhythm when they encounter resistance in English learning.And lack of motivation.Girls are mostly under-interest and lose interest in difficult words or sentences.Boys are not motivated by the lack of motivation.They think that the lack of this subject can be supplemented from other subjects.According to the results of interviews and usual grades,boys are better at subjects in science,and for students who are exposed to English,lack of motivation and interest,so that they choose to adjust the English learning strategy is redundant.Second,in the case of a low overall average,the difference is reflected in the fact that the average use of the four types of strategies by boys is higher than that of girls,that is,boys will use the corresponding strategies in English learning,and the boys and girls are in the control strategy.There is little difference in the use of resource strategies.The average value of the regulation strategy is about 3.0,and the resource strategy is about 2.9.In addition,men use cognitive strategies and communication strategies more than women.Third,in order to understand the discrete level of student strategy choices,this study analyzes the variance of each strategy.The conclusions are as follows: In the choice of regulation strategy,resource strategy,and communication strategy,the variance of boys is generally larger than that of girls,that is,the discreteness of boys in strategy selection is relatively wide,either close to the average or far from the average distance,indicating that Boys either choose to use this strategy when they are willing to choose a strategy or they never use it.Gender differences are relevant to students’ choice and use of English learning strategies and choosing an English learning strategy that is appropriate for students is crucial for students to learn English as a language.Therefore,teachers should respect gender differences in their usual education and teaching activities.According to the different tendencies and preferences of male and female students in learning strategies,appropriate teaching methods should be selected for different types of learning materials. |
