ABSTRACT:Learning strategies are actions taken by the learner to assist in learning more effectively. To enable students to learn to learn and obtain guidance in learning strategies are generally regarded as effective ways to relieve learning burdens, guarantee the effects of learning and improve teaching quality.
This study is conducted by taking the middle school students as the research subject, trying to find the positive effects on the English language learning strategies to English proficiency by questionnaire. The results show that students use cognitive and affective strategies more frequently than metacognitive strategies. The students in high score group use English language learning strategies more frequently and better than those in low score group, especially on the part of metacognitive strategies. Metacognitive strategies have significant influence on English proficiency, while cognitive and affective strategies have not clear influence on learners’ English achievement. According to the results, the writer believes teachers should be conscious of training learners’ learning strategy, help them to use strategies properly and flexibility and improve their learning efficiency.
Key Words: Middle school students; Language learning strategies; English proficiency
摘要:学习策略是学习者为了达到一定的学习目的，根据学习情境、任务和学习特点，有目的、有意识地制定有关学习计划，调节和控制学习方法的选择乃至调控整个学习活动的一种有意识的内部信息处理方式。教会学生学习，传授有效的学习策略，已被当前教育界视为减轻学生负担、提高学习效率以及大面积提高教学质量的有效措施。
本文以初中学生为研究对象，通过问卷形式调查他们对英语学习策略的使用情况，探析学习策略对其英语学习成绩的影响。调查结果显示，学生使用认知策略和情意策略的频率比元认知策略的使用频率高。其中，高分组学生比低分组学生能较好、频繁地使用学习策略，特别是在元认知策略的使用上存在明显差异，且元认知策略的使用对英语学习效果有显著影响，但认知策略和情感策略的使用对学习效果的影响不明显。鉴于此，作者认为应加强学生英语学习策略的培养，使其能在学习活动中恰当、灵活地使用各种学习策略，以提高学习效率。
关键词：初中生；英语学习策略；学习效果
