Abstract
In recent decades there has been a shift in research focus from the teacher to the learner in the area of second language teaching. It demands researchers start to do studies on language learning strategies. Most of previous studies in this field focus on adults. Only a few take teenagers as subjects, let alone children. With the arising popularization and awareness of English, some of elementary schools even offer English curriculum from the first grade. And pupils use totally different ways from adults to learn English.
In present study, questionnaire was carried out among pupils of the fifth grade in order to compare the differences of language learning strategies used by successful and unsuccessful learners. The findings are as follows:
(1)Pupils’ language learning strategy is comprised of four major part - cognitive strategies (including rehearsal strategies, elaborative strategies, organizational strategies), meta-cognitive strategies (including planning and monitoring strategies, regulation strategies), resource management strategies (including academic help-seeking strategies, time management strategies) and affective strategies (attention and effort strategies, motivation strategies and test anxiety).
(2)The overall using frequency of pupils’ language learning strategies is in the medium range. Among the ten strategies, time management strategies are used most frequently while organizational strategies are used least frequently.
(3)The difference between the strategies used by successful and unsuccessful learners is significant in ten aspects. And successful young learners use language learning strategies more frequently than unsuccessful young learners. Among the ten strategies, time management strategies are used most frequently and next are attention and effort strategies.
On the basis of the findings, the researcher suggests that learning strategies should be conducted for young learners to help them learn to use strategies consciously so that they can learn English more effectively.
Keywords: language learning strategies, pupils, successful language learners, unsuccessful language learners.
Contents
Abstract
摘 要
Chapter One Introduction-1
1.1 Research background-1
1.2 Related research-1
1.3 Significance of the Study-3
Chapter Two Literature Review-4
2.1 Language learning strategies-4
2.1.1 Definition of Language Learning Strategies-4
2.1.2 Classification of Language Learning Strategies-5
2.2 Young Language Learners-7
Chapter Three Methodology-8
3.1 Research Design-8
3.2 Subjects-8
3.3 Instruments-8
3.3.1 Documentation Method-9
Learn from domestic and foreign researches and find the issue that they haven’t discussed yet then propose my hypothesis.-9
3.3.1 Questionnaire Survey-9
3.3.2 Interview-11
Chapter Four Results and Analysis-12
4.1 English Learning Strategies Used by Young Learners-12
4.2 Most Frequently and Least Frequently Used Language Learning Strategies-13
4.3 Correlations of pupils’ performances and strategies use-14
4.4 Difference in English Learning Strategies Use between Successful and Unsuccessful Young learners-15
4.5 Ten Language Learning Strategies Frequently Used by Successful learners-17
Chapter Five Conclusion-19
5.1 Findings-19
5.2 Implications-21
5.3 Recommendations-21
5.3.1 Limitation of the Present Study-21
5.3.2 Recommendations for Future Studies-22
References-23
Appendix Ⅰ-25
Appendix Ⅱ-27
