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A Study of Changes in Chinese Junior Middle School Students’ English Learning Strategies

Author: LuLi
Tutor: SuXiaoJun；ChenZeDan
School: Suzhou University
Course: Subject Teaching
Keywords: EFL teaching Chinese junior middle school students learning strategies changes
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 87
Quote: 0
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Abstract


This thesis will focus on a research on English learning strategies employed by students in Grade 7 and Grade 9 in an attempt to reveal changes in English learning strategies for junior middle school students in different grades.The subjects involved in this study were 84 Grade 7 students and 70 Grade 9 students from Suzhou Lida Middle School. Based on Oxford’s SILL (1990), a quantitative research was conducted on Oxford five-point frequency scale. The quantitative analysis involved several statistical procedures: (1) descriptive statistics, including frequencies, means and standard deviations, were computed to summarize the students’responses to strategy items; (2) Independent-samples t tests were carried out to explore developmental changes in terms of EFL learning strategy use in different grades. Then three students from each level were interviewed individually in the case studies which are aimed at in-depth explanations.The major findings are as follows. First, students in Grade 7 employ language learning strategies at a medium level. Among 6 learning strategies, they adopt metacognitive strategies most frequently and memory strategies least frequently both with an indistinctive tendency. Second, students in Grade 9 adopt language learning strategies at a medium level as well. They use compensation strategies most frequently and affective least frequently both with an indistinctive tendency. Third, as students go to higher grades, the frequency of their language strategy use presents a significant downward trend. Among 6 learning strategies, only compensation strategies show an indistinctive upward trend while the other 5 strategies show an obvious downward trend. On the other hand, similar findings have been obtained from case studies but slight discrepancy really exits. Among 6 learning strategies, affective strategies present an insignificant upward trend, which differs from results obtained from the quantitative research.The major pedagogical implications are as follows. First, Chinese junior middle school English teachers should enlighten their students on more EFL learning strategy use. Second, Chinese junior middle school students in Grade 7 should be informed of adopting more memory strategies. Third, Chinese junior middle school students in Grade 9 should be informed of adopting more affective strategies. Fourth, English teachers experienced in language learning strategy training should be delegated to teach students in Grade 9 since students’level of language learning strategy use declines evidently after two years’learning. Fifth, students’language learning strategies should be internalized so that they can be effectively transferred in the new learning tasks.

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