Chapter Five Cross-case Analysis 源-于,优W尔Y论L文.网wwW.youeRw.com 原文+QQ75201,8766 and Discussion 33

5。1 English learning experience 33

5。2 Attitudes towards English learning 33

5。3 English learning strategies 34

Chapter Six Summary and Implications 38

6。1 Summary and major findings 38

6。2 Implications for teaching and learning 39

References 41

Appendix I: Interview Questions 43

Chapter one Introduction

1。1 Background

It has been a long time since researchers focused on which elements influence students’ learning proficiency。 In 1960s, American educator Bloom said that if teachers control the method of teaching, then the difference between students’ grades can be reduced into the minimalist one。 

But gradually people find that there is no method which is suitable for all learners because they will adopt different learning methods to learn a language。 And until the late 1970's, the focus of language research begins to transfer from teaching method to its learners。 Some studies find that the emphasis on skills but the ignorance of the learning strategies can lead to some negative effects。 It will not only lead to the decline of the education quality, but also increase students’ learning burden, which will decrease their enthusiasm of learning。 In this process, educators gradually realize the research should focus on “how to learn” instead of “how to teach”。 Therefore, educators as well as psychologists realize the significance of paying attention to learning strategies, which can change this kind of undesirable inclination。 From~优E尔L论E文W网wWw.YoUeRw.com 加QQ7520.18766

1。2 Significance and purpose of the study

It can be found that learning strategy has been an important part of second language acquisition。 This research chooses some language learners as objectives with case studies, which has great significance。

First, it can give advice and experience to students who want to be successful in English learning。 For those who are good at English, what strategies do they use? When do they start to use it? Do they know they are using them? Why do they use these strategies? And for those who are not good at English, do they know strategies? Why do they not use these strategies? What limits their employment of these strategies? From these, students can attain more experience and reflect on themselves, which can help them improve English proficiency。

Second, it can help teachers adjust their teaching。 Teachers can get some information about strategy from the study, thus they can change some of their teaching methods and strategies according to it to deliver knowledge better。

This thesis focuses on the language learners’ strategy using situations and figures out what blocks language learners to use some strategies and what the difference between strategy using and learners’ English proficiency is as well as the reason。

Chapter Two Literature Review

A lot of researchers have studied learning strategies, and this chapter presents an overview of language learning strategies, including the definition, the classification, and studies from abroad and home。论文网

2。1 The definition of language learning strategy

Since the study of learning strategy has lasted for a long time, there are a number of definitions proposed from different perspectives。 Before the discussion of the definition of learning strategy, it is needed to look at the definition of strategy。 According to American linguist Brown, strategies are “specific methods of approaching a problem or task, methods of operation for achieving a particular end, planned designs for controlling and manipulating certain information” (Brown 69)。