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High school students learning styles, learning strategies and study English Achievement

Author: WangLiHong
Tutor: TianGuiSen
School: Hebei Normal
Course: Foreign Linguistics and Applied Linguistics
Keywords: High School Students Learning Styles Learning Strategies English results
CLC: G633.41
Type: Master's thesis
Year: 2008
Downloads: 637
Quote: 0
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Abstract


In recent years, learning styles and learning strategies of teaching and research has been a hot topic. Full implementation of quality education in the modern era, learning styles and learning strategies of great significance. At home and abroad have achieved remarkable results. But most research is for Chinese college English for non-English majors study, but for high school studies is relatively small. High school is to learn an important turning point in his career, high school English learning is a critical stage, based on the above characteristics, this paper, the high school students' language learning styles and learning strategies as a research topic. The purpose of this study is to examine learning styles, learning strategies and the relationship between English achievement. In this same study, also investigated the learning styles and learning strategies in the distribution of high school students, and learning styles, learning strategies relations. This study was a quantitative research through questionnaires in the form of a survey, Zhengzhou, Henan Zhongmu First Senior High School of 160 high school seniors. Questionnaire results showed that: (1) high school students learning style distribution is: tactile most, followed by visual, individuals, auditory and kinesthetic, based at least in small groups. (2) high school students learning strategies enacted trend: most students use metacognitive strategies, followed by compensation strategies, memory strategies, affective strategies and cognitive strategies, using a minimum of social policy. (3) students' learning styles and learning strategies there is a link between. Students use more visual type of affective strategies; auditory students use more cognitive strategies, compensation strategies, affective strategies and social policy; kinesthetic students use memory strategies, affective strategies, and social policy, in particular using more memory strategy; tactile students tend cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social policies. Circle type students like to use memory strategies, cognitive strategies, affective strategies and social strategies; while individual Learners with this study six learning styles were not significantly linked. (4) self-type student learning styles and student achievement grammar and vocabulary there is a significant link between the individual student learning styles grammar, vocabulary scores higher, but with reading and writing performance does not exist contact. Five other students' learning styles and grammar, vocabulary, reading and writing score does not exist between the contact. So you can say that learning style is a neutral concept, there's good and bad points. Learning strategies and academic achievement in English there is a direct link between the grammar and vocabulary of the students achieved high performance multi-use memory strategies, metacognitive strategies and social policy; achieve good results in reading comprehension for students to use more memory strategies and meta- cognitive strategies; achieve good results in the writing of students to use cognitive strategies and meta-cognitive strategies. Based on the research results, based on the high school English teachers and students made a number of recommendations. These recommendations are: (1) to improve students' memory strategies and cognitive strategy use. (2) to enhance students' social strategies and affective strategies.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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