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English Language Learning Strategies Use by Chinese Senior High School Students Presenter：Marina Lo Instructor：Teresa Hsu Date：March 23, 2015 Research Writing & Publishing II
English Language Learning Strategies Use by Chinese
Senior High School Students
Presenter：Marina LoInstructor：Teresa HsuDate：March 23, 2015
Research Writing & Publishing II
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Citation
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Zhou, Y. (2010). English Language Learning Strategy Use by Chinese Senior High School Students, English Language Teaching, 3(4), 152–159.
Research Writing & Publishing II
6. Personal Reflection
Content
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Research Writing & Publishing II
Introduction
Background
The purpose of the study
Research questions
Research Writing & Publishing II
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Background
In China, senior high school is a very important stage in a person’s life because the study in senior high school determines whether a person can go to have higher education or not and what kind of higher education a person can have.
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The purpose of the study
In order to provide more evidence for the research of language learning strategies, this study aims to examine the language learning strategy use by senior high school students in China.
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Research questions
What is the general pattern of language learning strategies by senior high school students in China?
What are the differences between male and female students in using language learning strategies?
Are there any differences in strategy use among students in different grades?
Literature ReviewResearch Writing & Publishing II
Definition and classification of language learning strategies
Research into language learning strategies
SocialMetacognitive Affective
Memory Cognitive Compensation
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Definition and classification of language learning strategies
Language Learning Strategies
Direct Indirect
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Research into language learning strategies
Listing and classifying language learners’ strategy use, esp. strategies used by good language learners
(Robin, 1975; Stern, 1975)
Investigating the relationship between language learning strategies and success in language development, strategy use and language proficiency
Methodology
Participants
Instrumentation
Research Writing & Publishing II
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Participants and Sampling
150 senior high school students Zhejiang province
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74
Grade 1 → 51Grade 2 → 49 Grade 3 → 50
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Instrumentation
Strategy Inventory for Language Learning(SILL)
5 points Likert-scale
20 mins during the class
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Result & Discussion
What is the general pattern of language learning strategies by senior high school students in China?
Relate to their English proficiency Provide concrete details, e.g. language pattern & materials
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Result & Discussion
What are the differences between male and female students in using language learning strategies?
Females are more active in using strategies, and more stable in attitude and motivation.
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Result & Discussion
Are there any differences in strategy use among students in different grades?
The pressure of university entrance exam
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Crtiqics & Suggestions
Teachers should pay special attention to the use of
language learning strategies among
students and train them to use strategies that are
beneficial for them on the basis of the differences in their characters.
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Personal Reflection
For
Know more about their students and
teach them more efficiently
For
Understand more about their own learning
style and learn language more easily
teachers
students
Thank you
Either you run the dayor the day runs you.
— Jim Rohn
