Study on Students’ English Learning Strategies —Take the Students Majoring in Chinese Language and Literature as Examples
Abstract
The research on foreign language learning strategies in academic circles mainly began around 1970. During this period, the focus of foreign language teaching in the world gradually changed from “how to teach” to “how to learn”. Therefore, it is necessary to study the use of learning strategies in different groups of students. This can be a reference for their future learning effect. This paper answers the question of whether and how to focus on the choice of six English learning strategies for some Chinese language and literature majors. 51 students participated in the study and answered a questionnaire with 61 questions. The questionnaire in this study has a reliability measurement of 0.981 and validity measurement of 0.614, which is a questionnaire that can extract data effectively. The data analysis shows that the frequency of the compensation strategy is higher than the other five types of strategies, which is followed by memory strategy. Metacognitive strategy is the third and cognitive strategy is the fourth. Affective strategy is behind on metacognitive strategy, and social strategy is the least.
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