高师学生英语学习策略调查研究的中期报告AbstractThepurposeofthisstudyistoinvestigateEnglishlearningstrategiesusedbystudentsataNormalUniversityinChina.Thisreportpresentsthefindingsfromthemid-termsurveythatwasconductedamongtheparticipantsofthestudy.Aself-reportquestionnairewasusedastheresearchtooland150studentswererandomlyselectedtoparticipateinthesurvey.Thequestionnaireconsistedof46itemsthatweregroupedintosixcategories:cognitive,metacognitive,affective,social,compensation,andmemorystrategies.TheresultsofthesurveyshowedthattheparticipantsusedavarietyofstrategiesintheirEnglishlearning,withmetacognitiveandcognitivestrategiesbeingthemostfrequentlyused.Thestudyalsofoundthatfemalestudentsusedmorecognitiveandmetacognitivestrategies,whilemalestudentsusedmoresocialandmemorystrategies.TheimplicationsofthefindingsforEnglishteachersarediscussedinthisreport.IntroductionLanguagelearningstrategies(LLS)havebecomeapopularresearchtopicinthefieldofsecondlanguageacquisition.Strategieshavebeendefinedas“specificactionstakenbythelearnertomakethelearningprocessmoreeffective,efficient,andenjoyable”(Oxford,1990,p.8).Overtheyears,anumberofstudieshavebeencarriedouttoinvestigateLLS,andthefindingsfromthesestudieshavebeenusedtoinformlanguageteachingandlearningpractices.ThepresentstudyaimstoinvestigatetheEnglishlearningstrategiesusedbystudentsataNormalUniversityinChina.Thestudyisguidedbythefollowingresearchquestions:1.WhatstrategiesdothestudentsuseintheirEnglishlearning?2.ArethereanygenderdifferencesintheuseofEnglishlearningstrategies?Amid-termsurveywasconductedasapartofthestudyandtheresultsarepresentedinthisreport.MethodologyParticipantsTheparticipantsofthestudywere150second-yearstudentsfromaNormalUniversityinChina.Theywererandomlyselectedfromfourdifferentmajors:Englisheducation,Englishlanguageandliterature,primaryschooleducation,andpreschooleducation.Seventy-fiveoftheparticipantsweremaleand75werefemale.InstrumentTheinstrumentusedforthisstudywasaself-reportquestionnairethatwasdesignedbasedonOxford's(1990)