中国英语专业学生英语语法学习策略的实证研究 108页

南昌大学硕士学位论文中国英语专业学生英语语法学习策略的实证研究姓名：陈兆军申请学位级别：硕士专业：外国语言学及应用语言学指导教师：袁平华20071219 摘要自从20世纪七十年代以来，在二语习得领域的研究重心从对教师的“教”的研究转向对学生的“学”的研究上，以此培养学生的学习能力，这对学生在校和踏入社会至关重要。迄今为止，英语学习策略依然是二语习得研究领域的重点，在此方面的实证研究无论是在宏观上还是在微观上都取得了很大的进步。在过去二十多年里，中国学者所做的众多对英语学习策略的实证研究中，词汇学习策略，阅读策略，写作策略，听力策略等等研究做的比较好，但语法学习策略实证方面的研究几乎没有。众所周知，语法规则是语言的主要组成部分，对二语习得既有必要又有帮助。因此，本研究目的是研究中国英语专业学生的英语语法学习策略。本研究主要研究以下四个方面的问题：(1)英语专业的学生在学习英语语法的时候使用了哪种策略?(2)英语语法学习成绩与英语语法学习策略之间存在什么样的关系?(3)哪种英语语法学习策略对英语语法学习成绩具有预测能力?一(4)高分组学生与低分组学生在使用英语语法学习策略上是否有所不同?本研究采用定量结合定性研究方法来调查英语专业学生在学习语法时所用的学习策略。数据是通过利克特量表式的英语语法学习策略问卷，英语语法成绩测试和半结构化访谈收集，对南昌大学英语专业二年级学生进行了调查。通过问卷收集学生运用策略的数据，在学期末举行的英语语法测试作为学生的语法学习成绩，访谈来收集学生对英语语法学习的看法和实际情况，并运用SPSS(社会科学统计软件包)13．0对问卷和测试所得数据进行了处理和分析：(1)对学生的英语语法学习策略使用情况做描述性统计分析；(2)运用相关分析，检测英语语法学习策略与英语语法学习成绩之间是否存在显著的相关；(3)利用多元回归分析，来检验各种英语语法学习策略对英语语法学习成绩的预测能力；(4)使用独立样本T检验，分析高分组学生与低分组学生在英语语法学习策略使用上的差异。调查结果显示：(1)英语专业学生语法学习策略使用频率中等；(2)认知策略、元认知策略、情感策略以及社交策略均与英语语法学习成绩存在显著的正相关；(3)整体语法学习策略对英语语法成绩有预测能力，但预测能力有限。V 摘要只有认知策略和社会策略在统计意义上对英语语法学习成绩有预测能力，预测方向为正向；其他策略对英语语法学习成绩不具有统计意义上的预测能力；(4)高分组学生比低分组学生使用语法学习策略频率高。调查结果启示有效的英语语法学习策略会促进英语语法的学习；教师应当提供基于策略训练的语法教学，帮助学生熟练使用有效的英语语法学习策略。关键词：英语语法学习策略，英语语法学习成绩，英语专业学生Ⅵ AbstractSincethe1970s,researchemphasisinthefieldofsecondlanguageacquisitionhasshiftedfromteachers’teachingtostudents’learninginordertodevelopstudents’learningabilitythatisvitalforstudentsnotonlyatschoolbutalsoafterwards．Uptodate，macroscopicallyormicrocosmically,greatprogresshasbeenmadeinempiricalstudiesoilEnglishlearningstrategiesthatarestillessentialissuesinsecondlanguageacquisition．AmongmanyempiricalstudiesonEnglishlearningstrategiesbyMainlandChinesescholarsoverthepasttwodecades,vocabularylearningstrategies,readingstrategies,writingstrategies，listeningstrategies,etc．arewellstudied,buttherearefewornotempiricalstudiesongrammarlearningstrategies．Riswellknownthatgrammarisallimportantpartoflanguageandisnec煳Eyandhelpfultolanguageacquisition．Therefore，thethesisaimsatexploringEnglishgrammarlearningstrategiesusedbyChineseEnglishmajorslearningEnglishasaforci印language㈣．Itattemptstoaddressthefollowingquestions：(1)WhattypesofstrategiesdoEnglishmajorstendtoemployinlearningEnglishgrammar?(2)WhataretherelationshipsbetweenEnglishgrammarlearningstrategies(EELS)andEnglishgrainmarleaningoutcomesOiOLO)?(3)WhatkindsofEnglishgrammarlearningstrategieshavepredictivepoweroverEngUshgrammarleaningoutcomes?(4)HowdifferentareEngIishgrammarlearningstrategiesusedbyhigh—proficiencystudents(1iPs)fromthoseusedbylow—proficiencystudents(凹s)?ThepresentstudyadoptsquantitativeandqualitativemethodstoinvestigatelearningstrategiesofEnglishmajorsingrammarlearning．ThedataarecollectedthroughtheLikertScalequestionnaireofEnelishgramlnarlearningstrategies,theEnglishgrammartest,andthesemi—structuredinterview．OnehundredandtwentysecondyearEnglishmajorsfromforeignlanguageschoolinNanchangUniversityparticipateinthisinvestigation．Thequestionnaireisadministeredtotheminordertoelicitdataconcerningstudents’strategyUse．Students’achievementsintheEnOishm Abstractgrammartestadministeredattheendofthesemesterareusedtoassessstudents’grammarlearningoutcomes．Theinterviewisusedtoelicitqualitativedataregardingstudents’factsorstatementsaboutlearningEnglishgrammar．SPSS(StatisticalPackagefortheSocialSciences)13．0isemployedtoanalyzethequantitativedatafromthequestionnaireandthetest：(1)descriptivestatisticsatecomputedtosummarizethestudents’responsestostrategyitems；(2)PearsoncorrelationanalysisisconductedtoexaminetherelationshipbetweenEnglishgrammarlearningstrategiesandEnglishgrammarleaningoutcomes；(3)multipleregressionanalysisisusedtodeterminethepredictivepowerofEnglishgrammarlearningstrategiesforEnglishgrammarleaningoutcomes；(4)independentsamplest-testsarecarriedouttocheckthedifferencesbetweenhigh—proficiencystudentsandlow-proficiencystudentsintheuseofEnglishgrammarlearningstrategies．Thefinalresultsindicate：(1)thefrequencyofoverallstrategyuseofEn#ishmajorsisatthemediumlevel；(2)cognitivestrategies,metacognitivestrategies,affectives虹a￡e西髓，socialstrategiesandtheoverallstrategyaudemonstrateposifivdysignificantcorrelationwithEngtishgrammarlearningoutcomes；(3)theoverallstrategyissignificantlypredictiveforEnglishgrammarlearningoutcomestosomelimiteddegree．OnlycognitivestrategiesandsocialstrategiesarestatisticallypositivepredictorsofEnglishgrammarlearningoutcomes,whilemetacognitivestrategiesandaffectivestrategiesstatisticallyhavenopredictivepoweroverEnglishgrammarlearningoutcomes；(4)high-proficiencystudentsusestrategiesatahigherfrequencythanlow-proficiencystudents．ThesefiudingssuggestthateffectiveEnglishgrammarlearningstrategieswillfacilitateEngiishgrammarlearningandtheteachersshouldprovidestrategy-basedgrammarteachingandhelpstudentstobecomeproficientinthe嗽ofeffectiveEnglishgrammarlearningstrategies．Keywords：Engiishgrammarlearningstrategies；Englishgrammarlearningoutcomes；Engiishmajo琏 ListofT曲lesofTablesChapterIIntroduction⋯⋯⋯⋯．⋯⋯⋯⋯⋯．．1Table1．1EmpiricalStudiesonEnglishLearningStrategies(Wen,2004)⋯⋯⋯⋯5ChapterIILiteratureReview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯Table2．1DefinitionsofLanguageLearningStrategies⋯⋯⋯⋯⋯Table2．2Rubin"sClassificationofLearningStrategiesTable2．3Oxford"sClassificationofLearningStrategies⋯⋯⋯⋯⋯．．．．．．9131517Table2．40’MallcyandChamot"sClassificationofLearningStrategies⋯⋯⋯18Table2．5Cohen"sClassificationofLearningStrategies⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．19Table2．6WenQiufang’sClassificationofLearningStrategies⋯⋯Table2．7TheProposedClassificationofLanguageLearningStrategiesforthePresentStudy⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯。．．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯23Table2．8CharacteristicsorLearningStrategiesofSuccessfulLearners．⋯⋯⋯⋯24Table2．9TheDifferencesinLanguageLearningStrategyUsebetweenSuccessfulLe2trnersandLessSuccessfulLearners．．25Table2．10EnglishGrammarLearningStrategies(EGLS)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．34ChaptermMethodology⋯．Table3．1StatementItemsofEnglishGrammarLeamingStrategiesTable3．2ReliabilityoftheQuestionnaireaftertheRealSurveyTable4．1FrequencyScaleofStrategyUse3739⋯．42Table4．2OverallFrequencyofStrategyUseinEGLS⋯⋯．4243Table4．3PearsonCorrelationsbetweenFourCategoriesofEnelishgrammarTable4．4PearsonProductMomentofCorrelationCoefficient(r)Table4．5DescriptiveStatisticsofIndividualStrategyItemsTable4．6PearsonCorrelationsbetweenEGLSandEGLO⋯4449⋯．．．52Table4．7PearsonCorrelationsbetweenIndividualStrategiesofEGLO⋯⋯⋯⋯57X “stofTahiesTable4．8FourCategoriesofStrategiesPredictingEGLS．．⋯．．⋯⋯．⋯．⋯⋯⋯⋯⋯．．59Table4．9StatisticallySignificantIndividualStrategiesPredicatingEGLOinCSLG．．⋯．⋯⋯⋯．．．．⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．60Table4．10StatisticallySignificantIndividualStrategiesPredicatingEGLOinMSLG⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．⋯．⋯．⋯⋯⋯⋯⋯．⋯．⋯．61Table4．11StatisticallySignificantIndividualStrategiesPredicatingEGLOinJd略I．JG⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．6lTable4．12StatisticallySignificantIndividualStrategiesPredicatingEGLOinSSLG⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．62Table4．13DifferencesintheU辩ofEGLSbetween唧SandU)sTable4．14DifferencesintheUseofIndividualStrategiesofEGLSbetweenIIPSandLPS⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯69xl ListofFigures⋯1Figurel．1ClassificationsofGrammarbyShuandZhuang(1996)⋯⋯⋯⋯⋯⋯1ChapterIVResultsandDiscussions⋯⋯⋯．⋯⋯．Hgurc4．1HistogramforCognitiveStrategiesforLearningGrammar(CsLG)．47Hgurc4．2HistogramforMctacognitiveStrategiesforLearningGrammar(MSL6)⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯．．Hgure4．3HistogramforAffcctiveStrategiesforLearningGrammar(ASLG)。48Hgurc4．4HistogramforSocialStrategiesforLearningGrammar(sstJ3)．⋯⋯．48Figure4．5H／stogramforFourCategoriesofEnglishGrammarLearningStrategies⋯⋯⋯⋯Ⅻ Abbreviationsa·-——alphaAS肛affectivestrategiesforlearninggrammarCSmgnitivestrategiesforlearninggranllnarEFL—EnglishasaforeignlanguageEGl_S--Englishgrammarlearningstrategiesl；GIX)---EngiishgrammarleaningoutcomesESL—EnglishasasecondlanguageHPS—士jgh-proficiencystudentsLPS--low-proficieneystudentsL2·——secondlanguageM—meallMSLFJ---metacognitivestrategiesforlearninggrammarN．——numberg．．——correlationcoefficientS．D．-standarddeviationS嘻一significanceSⅡL—StrategyInventoryforLanguageLearningSLA—secondlanguageacquisitionSPSS．——StatisticalPackageforSocialScienceSSLG--socialstrategiesforlearninggrammar 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AcknowledgementsFirstandforemost，1wouldliketoexpressmyheartfeltgratitudetomysupervisorYuanPinghua,whohasconstantlyguidedmeintheprocessofmywritingthisthesis．Withouthisinspiringguidanceandcarefulrevision,thisthesiswouldnothavebeencompleted．IshouldbealsogreatlyindebtedtoalltheteachersintheSchoolofForeignLanguageofNanchangUniversity,especiallytoProfessorJiangPing,ProfessorLiuTianlun,ProfessorWangZhengqi,ProfessorLiuTmg,ProfessorGuoXiaoyan,ProfessorLiuDilinandMr．ZhuHalpengfortheirkindness，patienceandinstruction．Lastbutnotleast,IanlverygratefultomyparentsandmyfriendswhohavehelpedmeinvariouswaysduringmypostgraduatestudiesatNanchangUniversity．Ⅱ ChapterIIntroduction1．1TheImportanceofGrammarinLanguageLearningSincethe1990s，theroleofgrammarhasbeenconfirmedtheoreticallyandempirically．ShuDingfangandZhuangZldxiang(1996：99-100)listedsomeclassificationsofgrammarasthefollowingtreediagramfigureshows：n4erⅢeFmm“IIcho．1F柚m缸柚面竹姻yF柚血着Ⅲ竹l’口钠m越厂————————]F锄眦t·毗·b·出p柚∞-越h蛔啪I菇弹胂施Il·nbF培urel．1ClassificationsofGrammarbyShuandZhuang(1996)AccordingtoFigure1．1，inthisresearch,grammarisreferredtoEnglishgrammarinstructedtoEnglishmajors．Furthermore，inthisresearch,grammarisSeenasatoolinlanguagelearning,notanaiminitself(Rutherford,1988；CelceMurcia,1991：466；Codina,1993：84)．Grammarisadescriptionofthestructureofalanguageandthewayinwhichlinguisticunitssuchaswordsandphrases撇combinedtoproducesentencesinthe-[ 壁12坚!!!塑!!璺!!!languages；itusuallytakesintoaccountthemeaningsandfunctionsthesesentenceshaveintheoverallsystemofthelanguage；wemaysaythatalearnerwho“knowsgrammar"’isonewhohasmasteredandcartapplytheserulestoexpresshimselfinwhatwouldbeconsideredacceptablelanguageforms(ShuBaimeL2005：101)．Knowledgeofgrammarisconsideredbymanylinguiststobethecentralareaofthelanguagesystemaroundwhichtheotherareassuchaspronunciationandvocabularyrevolve；howeverimportanttheothercomponentsoflanguagemaybeinthemselves，theyareconnectedtoeachotherthroughgrammar(Cook,2000：14)．ItiscertainthatgrammarhasimportantrolesinsomeaslN圮"tsoflanguagelearning．。RodEllis(2005)providestengeneralprinciplesforsuccessfulinstructedlearning．Thefirstprincipleisthatinstructionne．,e91stOensurethatlearnersdevelopbotharichrepertoireofformulaicexpressionsandarole-basedcompetence．Proficiencyinan1．2requiresthatlearnersaequkebotharichrepertoireofformulaicexpressions，whichcaterstOfluenc％andarole-basedcompetenceconsistingofknowledgeofspecificgrammaticalrules，whichcaterstOcomplexityandaccuracy(Skchan,1998)．Littlewcotl(1990,citedinSimDingfangandZhuangZhixiang,1996：106)notesthatthefirstfunctionofinstructionistoteachexistentknowledge．ApptiedtOtheforeignandsecondlanguageteaching,itmeansimpartinggrammarknowledgetOstudentstOhelpthemeconomizeplentyoftimeintheprocessofpracticallyreadingcomprehension．HuiYaling(2006)empiricallyarguesthatthereexiststhepositiverelationbetweenlearners’grammarcompetenceandreadingcomprehension,andthatgrammaticalanalysisplaystheroleofimprovinglearners’readingcomprehension．Ingeneral,grammar锄basicallyplaytwopartsinlanguagelearning：oneistOenhancecomprehensibleinputandtheotheristOmomtoreffectiveoutput．Toenhancecomprehensibleinputmeal塔thatlearners眦grammarknowledgetheyhavelearnttosolveSOmepuzzlesintheirreadingcomprehension．Whenlearnerscannotunderstandthemeaningofacomplicatedsentence，theyneedtOanalyzethesentencestructure，thefunctionsandinterrelationofsentencecomponentsinordertO2 篁!!P坚!望婴塑型竺comprehendthesentence．Tomonitoreffectiveoutputmeansmonitoringtheoralorwrittenexpressions．ManylearnershavelearntEn#ishforseveralyears，andhavehadahighproficiencyatlarge,buttheywouldmakesomemistakesintheoralorwrittenexpressions．Itshowsthattheyhavenotmadethebestoftheirmasteredgrammarknowledgetomonitorandadjustthelanguageoutput(CbenXiaotang,2002：71·73)．Tosumup，grammarcannotonlyhelpstudentsconstructmoreaccuratesentencesbutalsohelpstudentsusevariousstructurestoexpressthoughts．1．2TheGoalofGrammarLearningNCLRC(TheNationalCapitalLanguageResourceCenter)inWashington,DC,arguesthatlanguageteachersandlanguagelearnersareoftenfxustratedbythedisconnectionbetweenknowingtherulesofgrammarandbeingabletoapplythosemlesautomaticallyinlistening,speaking,reading，andwriting．Thisdisconnectionreflectsaseparationbetweendeclarativeknowledgeandproceduralknowledge．Declarativeknowledgeisknowledgeaboutsomething．Declarativeknowledgeenablesastudenttodescribearuleofgrammarandapplyitinpatterndiq．1l$．Proceduralknowledgeisknowledgeofhowtodosomething．Proceduralknowledgeenablesastudenttoapplyaroleofgrammarincommunication．IntermsofNiuOiang(2000)．thereisasignificantdistinctionbetweengrammarknowledgeandgraulmarcompetence．Grammarknowledgemeansthegrammaticalrulesinthelearner"smind；whilegrammarcompetencemeansthepartofgrammar，knowledgethathasbecomethelearner’sunconsciouscompetencethroughpracticeandcanbeusedtocomprehendandproducesentencesortomonitorautomaticallyhisproduction,namely,theabilitytoperformthegrammarknowledgeinthelanguageskills，suchasreading．speaking,listeningandwriting．Declarativeknowledgedoesnottranslateautomaticallyintoproceduralknowledge；knowingsomethingdoesnotensureonetohavetheabilitytoactuallydoit．Studentsmaybcabletostateagrammarrule．butconsistentlyfailtoapplytherulewhenspeakingorwriting．Therefore，thefinalgoalofgrammarlearningshould3 曼!塑堡!!!!塑!!璺!!!betOcultivategrammarcompetencethroughlearninggrammarkunwtedgcorproceduralknowledgethroughlearningdeclarativeknowledge．Besides，learningstrategiesfanbebeneficiMtOreachingthefinalgoalofgrammarlearning．1．3TheNecessityoftheStudyofLearningStrategiesSincethe19"／Os,dependentOntheadvancementofcognitivepsychology,thisshiftedfocusfromteachingtOteamingisasteptOwardsthepromotionoflearnerautonomyinlanguagelearning,allultimategoalineducationperse；researchersboldtheassumptionthatgiveneffectiveteamingstrategies，ineffectivelearnerscouldbeinabetterpositiontOsolvetheirproblemsinlanguagelearning(ChertXiaotang,2002)．Rubin(1987：17)observesthatstudentswhouseeffectivestrategiesarebetterabletoworkoutsidetheclassroombythemselves,oncetheteacherisnotaroundtOdirectthemorprovidethemwithinpuLvogcly0995，citedinChienandU1998：叻showsthattheinvestigationofteamingstrategieshasbeenrecognizedasavitalareaofsecondlanguageresearch．Itisn以搬唧foreducatorstocultivatestudents’learningabilitythatisvitalforstudentsnotonly越schoolbutalsoafterwards，becauselanguageteamingstrategiesenablestudentstogainalargemeasureofresponsibilityfortheirownprogress(函eenandOxfor也1995：264)．Asamatteroffact,abroadandathome，alotofstudiesaboutlearningstrategieshavebeenundertakenfi"omthestudents’perspective,whichwillbeillustratedinChapterⅡ．TheseresearcheshaveproducedaprofoundinfluenceonChineseforeignlanguageteaching．1．4SignificanceoftheStudyofEnglishGrammarLearningStrategiesbyEnglishMajorsinChinaLearninggrammar锄facilitatethelearners’skillsoflistening,speaking,4 readingandwriting；accordingly,ithelpstoimproveEnglishproficiencyOnthewhole；researchesonEnglishgrammarlearningstrategiesmakecertainthatlearaerscanmastergrammarknowledgemoreeffectively,andimproveEnglishproficiencyonthewhole(ZhaoMing,1999)．AdultstudentsattachalotofimportancetolearninggrammarfrerreU，1991)，becausetheyneedandwantstructureandpattemSOthattheycanreachtheirownconclusionsabouthowalanguageworks(Wright，1999：35)．Theneedtohavethegrammaticalpointsunderconsiderationinfrontofthemisalsopointedoutbystrategystudies(Rubin,1975：49)sinceSOmestudentsbelievethatgrammarisfundamentalforlearninganL2(Wenden,1986：190)．Table1．1EmpiricalStudies仰EngUshLearningStrategiesore-．2004)ResearchSubjectsResearchEnglishNon-EnglishMiddieOr"AnglesRangesMixMajorsPostgraduatePrimaryPreferenceandchangeof21beliefsandMacroscostrategiespicanyTherelationship0fEnglish62一％，proficiencytostrategiesListening42lstrategiesReading1lstrategiesMicrocosSpeaking4lmicallystrategiesWritingsuategiesVocabularylearning151strategiesTotal18122125 里!塑坚!!!型!笪竺WenQiufang(2004)hasinvestigatedemp埘ealstudiesOllEnglishlearningstrategiesbyMainlandChinesescholarsoverthepasttwodecadesasTable1．1shows．Accordingtoherinvestigation，itcanbeseenthatthestudiesonvocabularylearningstrategiesarebetterdone，buttherearefewornotempiricalstudiesongrammarlearningstrategies．SothisempiricalstudyonEnglishgrammarlearningstrategies啪fillinthegapandevenbecontributedtotheprogrc潞ofscholarshiporknowledge．Infact,thereareafewpapersaboutempiricalstudies011grammarlearningstrategiesnottotalizedinherinvestigation．TheywillbeillustratedinChapterILBesides,inreferencetoTheNationalSyllabusforEnglishLanguageTeachingforEnglishMajorsrevisedin20009inthecurriculumforEnglishmajors，grammarisprescribedtobearequiredcourseofEnglishlanguageskills；thegrammarcourseisaimedathelpingstudentstomasterthecentraloressentialpartsofEnglishgrammarinorderforstudentstoimpmvetheabilitytoUSeEnglishgrammarappropriatelyinthecontextandtheaccuracyintheuseofEnglish,andas鼽lrestudentsofthesystemicknowledgeofEnglishgrammarbywhichstudentsareabletosolvesomeproblemsinthecourseoflearningEnglish．AlthoughEnglishmajorshavelearntEngUshgrammarformanyyearsandknownalotofEnglishformsandstructures，theyhavenothadacompleteknowledgeofEnglishlanguage．Thereare50mesubconsciousandindistinctmetalinguistieinformationforthemtoknow．Therefore，teachersshouldhelpthemtoraisetheirgrammarconstciousness,regularizetheirlearntgrammarknowledge,presentfm"tlaerknowledgeanddirectthemtosummarizegrammarknowledgeinorderforthemtobesystemicallyconsciousofEnglishgrammar；,atlength,theirgrammaticalcompetenceisconsolidatedpractically(ZhaoMeijuan，1999)．Inaccordance，itisnecessaryforEnelishmajortolearngrammarsystemicallyandeventorealizeandadjusttheirownEnglishgrammarlearningstrategiestolearninggrammarmoreeffectivelyandbettergrammarlearningoutcomes．Thus,thisresearchonEnglishgrammarlearningstrategiesisindispensable．6 1．5TheAimsandHypothesesofThisThesisThethesisaimsatexploringEnglishgrammarlearningstrategiesusedbyChinescEnglishmajorswholearnEnglishaSaforeign／secondlanguage(EFI_／ESL)．Inthisthesis．thedifferencebetweensecondandforeignlanguageisneglectedandthussuchtennsasESLandEFLareusedinterchangeably,andSLAisusedinabroadersense,includingforeignlanguage．Quiteafewdifferentclassificationsoflanguagelearningstrategieshavebeenprovidedbydifferentresearchers．BasedonsomestudiesoftheclassificationsoflanguagelearningstrategiesofO’MalleyandChamot(1990)，Oxford(1990)，andChengXiaotangandZhengMin(2002)，synthetically,EngiishgrammarlearningstrategiesareclassifiedintOfourtypes：cognitivestrategies，metacognitivestrategies，socialstrategies，andaffectivestrategies．Thisstudyattemptstoartswerthefollowingfourquestions：(1)WhattypesofstrategiesdoEnglishmajorstendtoemployinlearningEnglishgrammar?(2)WhataretherelationshipsbetweenEnglishgrammarlearningstrategies(EGLS)andEnglishgrammarleaningoutcomes(nOLO)7(3)WhatkindsofEGLShavepredictivepoweroverEGLO?(4)HowdifferentareEnglishgrammarlearningstrategiesusedbyhigh-lⅡ"OfiClencystudents(HPS)differentfromthoseusedbylow-proficiencystudentsqPS)?Themajorhypothesesare：(1)EnglisbmajorsnscavarietyofEngi／shgrammarlearningstrategies,includingcognitivestrategies，metacognitivestrategies,affectivestrategiesandsocialstrategies；(2)EnglishgrammarlearningstrategiesarepositivelycorrelatedwithEngiishgrammarlearningoutcomes．(3)TheoverallstrategyissignificantlypredictiveforEnglishgrammarlearningoutcomestosomelimiteddegree．(4)I-IPSuseEnglishgrammarlearningstrategiesmoresignificantlythanLPS．7 1．6OverviewofThisThesisThisthesisconsistsoffivechaptem．ChapterIbrieflyintroducesthebackgroundandsignificanceofthestudyonEnglishgrammarlearningstrategies．ChapterⅡoffersarelatedliteraturereviewofresearchinlanguagelearningstrategieswhichinvolvesthedefinitionoflearningstrategies，theclassificationsoflanguagelearningstrategies．andcventhedefinitionandclassificationofEnglishgrammarlearningstrategies．Chaptermfocusesonmethodologyofthepresentstudythatincludessubjects，researchinstruments，datacollectionandanalysisprocedures．ChapterIVpresentstheresultsanddiscussionsoftheresearch．Accordingtothedataanalysis，theanswerstothefourresearchquestionswillbeprovided．ChapterVdrawsabriefconclusionofthethesis，andpointsouttheimplicafiomtoteachingandlearningEnglishgrammar．Thelimitationsandfutureresearchesofthisstudywillalsobeinvolvedinthispart．8 2．1IntroductionChapter1ILiteratureReviewThischapterisfocusedonaliteraturereviewofEnglishgrammarlearningstrategies．Firsttheconnectionbetweengrammarandlearningstrategiesisprovided．ThenthereviewofresearchOlllanguagelearningstrategiesiselaboratedtoproposetheclassificationoflanguagelearningstrategiesforthepresentstudy．Finallyresearch011Englishgrammarlearningstrategiesisreviewed,andEnglishgrammarlearningstrategiesforthisthesisareproposed．2．2TheConnectionbetweenGrammarandLearningStrategiesinSLAWithcognitivetheoryappliedtoSLA,grammarlearning,andthelearningofstrategies,someresearchershavepresentedtheconnectionbetweengrammarand-learningstrategies(Anderson,1980；Rubin,1981；McLaughlin,Rossman,andMcLeod,1983；O，MalleyandChamot，1990；Cohen,1998；LessardClouston,1997；Vicenta,2002，allcitedinVicenta,2002)．SinceSLAresearchersbasetheirSLAresearchoncognitivepsychologyandinformation-processingapproach,theseresearchershaveseenthelearnerasallactiveorganizerofincominginformationandseenSLAastheacquisitionofcomplex，cognitiveskillinwhichthelearningofgrammarplaysallimportantroleandlearningstrategies(McLauglflin,Rossman，andMcLcod,1983)．An1．2isacomplexskillwithdifferentcomponents：grammatical，sociolinguistic,anddiscoursecomponent,whichhavetobeautomatizedsothatL2canbelearnt．Theautomatizedstrategiccomponenthelpstoautomatizethegrammaticalcomponent,andconsequentlytoincreaselanguageproficiency．Thus，9 g垒璺盥坚三三垒堡堡!坚堡墨!!i型strategiesdirectlyaffectlanguageacquisition(o’MalleyandChamot，1990：196)，andconsequentlygrammaracquisition；andontheotherhand,thelackofgrammaticalknowledgemayaffecttheeffectivenessofastrategy(Cohen,1998：12)andconsequentlylanguageacquisitionOdccnta,2002)．Cohcn"s(1998：123，221)stIldyshowstheconnectionbetweengrammarandlearningstrategiesbysmtingthatitislikelythattheuseofstrategiescontributestomoregrammaticallyaccuratespeech,andbyclaimingthatdeterminingwhatgrammaticalfeaturesaleneededisoneofthestepsfollowedbylearnerswhentalking．Learningstrategiescanfacilitategrammaticalitemstobelearntbyhelpingstudentstoexplicitlynoticethem,structurethemintoworkingandautomatizethemthroughpracticeSOthattheyCallbeavailableforspontaneousu∞(Vicenta,2002)．Rubin(1981)pointsoutthatlearningstrategiesmayassiststudentsinmasteringtheformsandfunctionsrequiredforcomprehensionandproductionjnSLA；Cohen(1998：12)andLessardClonston(1997：∞acknowledgethatlearners’learninggrammaticalknowledgemaysometimesbenefitfromtheeffective嘴ofastrategy．However,thereareveryfewstudiesthatapplylearningstrategyresearchtothelearningofgralnmar．Strategyresearchers’attentionismorefocusedOnhowstrategiescanhelplearnerstoimprovethefourtraditionalskills(reading,speaking．1isteningandwriting)thatshouldbepracticedinasecondlanguageandvocabularythaninlearninggrammar(Viccnta,2002)．AlthoughO’MalleyandChamot(1990：128，200discusstheconnectionbetweengrammarandstrategiesbyenumeratingthestrategiesthatsuccessfullearnerswouldusetolearngrammarsuchasdeduction,induction,translation,andtransfer,whentheydescribingseveralstrategystudiesappliedtosecondlanguagelearning．theydonotdescribeanystudyappliedtothelearningofgrammar．Thus,as0’MaUeyandChamot(1990：224)’amongotherresearchers，pointout,moleassociatingstrategy嘴withlearninggrammarneedtobeconducted．IntheviewofAnderson(19so),informationisstoredinthememoryintwoforms,learntindifferentways：declarativeknowledgeandproceduralknowledge．Declarativeknowledgeisdefinedasknowledgeaboutfactsandthings,whichisaboutgrammar,pronunciation．vocabularyandstrategicknowledgeinSLA；itis 婴!巴!型垡堡望坐堡墅!i型representedwithpropositionsthatcanstateimportantfactsaboutspecificthings．Proceduralknowledgeistoknowhowtodosomething,whichisaboutgrammaticalcompetence，strategiccompetence，andcommunicativecompetenceinSL＆itisrepresentedbyproductionsystemsthatareinterrelatedwithpropositions．Theseproductionsystemscaninitiallyberepresentedindeclarativeform，andgradually,throughpractice，canbecompiledintoproductionsetsandfine·tonedtothepointofautomaticexecution(o’MalleyandChamot,1990：25)．InSL九studentspayattentiontogrammarrulesandturnthemintodeclarativeknowledge；lateritwillbethankstoagreatdealofpracticeandfeedbackthatthesegrammarruleswillberestructuredandautomatized；thegrammaticalknowledgewillbeturnedintoproceduralknowledge，andconsequentlyaaenfionwillbefreetoattendtoothersecondlanguagecomponents．Learningstrategiesarealsoseenascomplexski[1S(Anderson,1981：362；0’MalleyandChamot,1990：216，226)whoseautomatizationwillhelplearnerstolearngrammar．Learningstrategieswillhavetobeappliedinordertocarryoutallthesestepsandconsequently,learngrammarandasecondlanguageCVicenta,2002)．2．3ReviewofResearchonLanguageLearningStrategiesStrategyresearchershavecollaboratedwithresearchersfromotherdisciplinessuchasgeneraleducationorpsychologyinordertohelpstudentstodeveloporacquketheabilityofbeingresponsiblefortheirOWlllearuing(Vicenta,2002)．Inthe1950sand60s,ContrastiveAnalysisemphasizestheimportanceofthelearners，theformstheyproduce,andthestrategiesusedtoarriveattheirinterlanguageforms．Inthesixties，psychologistsstarttobeconcemodaboutlearningstrategies；thereisashiftintheconceptionofthelearningprocessfromstimulus．orientedtoinformationprocessorientedinpsychology(Ellis，1985)．Inthe1970s，EITOrAnalysisresultsarealsousedtorefutebehavioristviewsofL2learningsincestudents’e玎0墙showthatnotallofthemarecausedbytmnsferringL1habits；learnerscontributecreativelytotheprocessoflearning,andappeartogothroughstagesofacquisitions(Ellis，1994：19)．Sincethentherehave11 鱼望堕!望墅堡翌!!堡垦!!i型beenanincreasingnumberofstudiesoflearningstrategiesincognitivepsychologyandSL九Allthesestudiesholdthebeliefthatbeingabletolearndoesnotdependoninnateskillsbutontheinteractionofnumberofeffectivestrategiesthatcanbelearntthroughtraining(Vicenta，2002)．Uptonow,researchinlanguagelearningstrategiesmainlycone．,emsthefollowingsevenaspects：1)thedefmitiousoflearningstrategies；孙theclassificationsoflearningstrategies；3)thestrategiesusedbygoodlanguagelearners；4)thedifferenoesinlanguagelearningstrategy嗽betweensuccessfullearnersandlesssuccessfullearners；卯therelationshipbetweenlanguagelearningstrategyUSeandL2／ESL／EFLachievement；确thefactorsthatinfluencethechoiceoflanguagelearningstrategy；and7)languagelearningstrategytrainingandeffect．Itiskllownthattheterm"learningstrategies”c缸beinvolvedinalllearning：language，biology,mathematicsandmanyothersubjects；WendenandRubin(1987)嘴theterm“learnerstrategies”whichincludelearningstfalc舀cs，communicationstrategies，andsocialstrategies；Cohen(2000)divideslearningstrategiesintolanguagelearningstrategiesandlanguageUSingstrategies．kthisthesis,learningstrategiesareusedtorefertolanguagelearningstrategiesinSLA．2．3．1DefinitionsofLearningStrategiesThereisawidevarietyofdefinitionsoflearningstrategies．SomesamplesofdefinitionsoflanguagelearningstrategiestakenfromRodEllis(1994：531)arelistedinTable2．1．Inaddition,therealeotherdefinitionsoflearningstrategies．Cohen0998,2000)holdslanguagelearningstrategiescanbedefinedasthoseprocesseswhichareconsciouslyselectedbylearnersandwhichmayresuliinactiontakentoenhancethelearningofasecondOrforeignlanguage，throughthestorage，retention，北call，andapplicationofinformationaboutthatlanguage． ￡!!E!笪望垒塑堕!壁墅型型Wenden(1987,1991)c]aimsthatstrategiesareusedtosolveproblemsandseenasproblem-oriented．O’Malley＆Chamot0990．200i)thinkthatlearningstrategiesarespecialwaysofprocessinginformationthatenhancecomprehension,learning．orretentionoftheinformation．DavidNunan(2001)arguesthatlearningstrategiesarethementalandcommunicativeprocedureslearnersuseinordertolearneranduselanguage．Table2．IDefinitionsofLanguageLanrningStrategiesSourcesDefinitions“InourviewslrategyisbestrescuedforgeneraltendenciesoroverallcharacteristicsoftheapproachemployedbythelanguageStem(1983)learner,leavingtechniquesasthetermtorefertoparticularformsofobservablelearningbehavior．”“teamingstrategiesarethebehaviomandthoughtsthatalearnerWbinsteinandengagesinduringlearningthatareintendedtoinfluencethelearner"sMayer(1986)encodingprocess．”“Learningstrategiesaretechniques,approachesordeliberateactions。Chamot(1987)thatstudentstakeinordertofacilitatethelearning．recallofbothlinguisticandcontentareainformation．”“Learningstrategiesarcmategicswhichcontn3mtetothedevelopmento￡Rubin(1987)thelanguagesystemwhichthelearnerconslructsandaffectlearningdirectly．”"Languagelearningstfategicsarcbehaviorsoractionswhichlearnersu$eOxford(1989)tomakelanguagelearningmoresuccessful,serf-directedandenjoyable．”Ellis(1994：532—53∞believesthat"perhapsoneofthebestapproachestodefininglearningstrategiesistotrytolistmaincharacteristics．”Hepresentsthefollowingeightcharacteristics：1．StrategiesrefertobothgeneralapproachesandspecificactionsortechniquesusedtolearnanL2．2．Strategiesareproblem·oriented--thelearnerdeploysastrategytoovercomesomeparticularproblem．3．Learnersaregenerallyawareofthestrategiestheyuseandcanidentifywhattheyconsistofiftheyaleaskedtopayattentiontowhattheyaredoing／thinking．13 ￡塾!巴!!!些塑堡坐堡垦呈!i型4．Strategiesinvolvelinguisticbehaviors(such勰requestingthenameofanobject)andnon-linguistic(suchaspointingatanobjecttobetolditsname)．5．LinguisticstrategiescanbeperformedintheL1andintheL2．6．Somestrategiesarebehavioralwhileothersaremental．ThusSOmestrategiesaredirectlyobservable，whileothersarenot．7．Inthemain,strategiescontributeindirectlytolearningbyprovidinglearnerswithdataabouttheL2whichtheyc纽process．However,SomestrategiesmayalSOcontributedirectly(forexample，memorizationstrategiesdirectedatspecificlexicalitemsOfgrammaticalmles)．．8．Strategyuscvariesconsiderablyasaresultofboththekindoftaskthelearnerisengagedinandindividuallearnerpreferences．’‘Synthetically,Ellispresentsthatlearningstrategiesarethemeansbywhichthelearnerprocessesthesecondlanguageinputinordertodeveloplinguisticknowledge；learningstrategiescanbeconsciousandbehavior(c．备memorizationOrrepetitionwiththepurposeofremembering)，ortheycanbesubconsciousandpsycholinguistic(c．g．inferenceorovergeneralization)．Althoughdifferentresearcherspresentdifferentdefinitionsoflanguagelearningstrategies．itc趾beconcludedthatalldefinitionshaveSomethingincommon．Strategiesareactions，behaviors，thoughts，means，steps，techniques，devicesorprocessesandSOfillwhichlearnersoftenconsciouslyorsubconsciouslytoacquireknowledgeandtoimprovetheirownprogressininternalizing,storing,retrieving,andusingtheL2(vicenta,2002)．Thus,strategiesaretheprimarydeterminantsoflearningoutcomes(Brownetal。1893)sincetheyarethetoolstakenbylearnerstofacilitateacquisition,storage，retrieval，andUseofinformationforactive,self-directedinvolvementthatisnecessaryfordevelopingallL2communicativeability(o’MalleyandChamot,1990；Wenden,1991：18；NyikosandOxford,1993：11)．2．3．2ClassificationsofLearningStrategiesManyresearchersathomeandabroadhaveendeavoredtomakethetaxonomyoflearningstrategies．Differentresearchershaveprovidednotonlydifferent14 鱼!巴!!!!垒!旦里璺垡墨竺芝!definitionsoflanguagelearningstrategies，butalsodifferentclassificationsoflanguagelearningstrategies．Theearlierstudies(Rubin1975；Stern,1975andNaimancta1．，1978)eoneemadthecharacteristicsandstrategiesofsuccessfullanguagelearners，butfewattemptsweremadetoclassifythestrategiesintogeneralcategories(EtUs，1994)．MoreinfluentialcontributionstoclassificationsoflanguagelearningstrategieshavebeenmadebyRubin(1987)，0’Mallcy&Chamot0990)，Oxford(1990)，Cohen099s),WenQiufang(1996)andCbenXiaotangandZhengMill(2002)．2．3．2．1Rubin’sClassificationsofLearningStrategiesRubin(1987)assertsthemarethreetypesofstrategiesusedbylearnersthatcontributedirectlyorindirectlytolanguagelearning：learningstrategies，communicationstrategiesandsocialstrategies．"t"able2．2Rubin"sClassificationaL,arningStrategies1．Clarification，VerificationCognitive2．Guessing／InductiveInferencelearning3．DeductiveReasoning盘strategies4．Practice5．MemorizationLearnerLearnings缸tegies6．Monitoringstrategies1．Planning’Metacognitive2．Prioritizinglearning3．Settinggoalsstrategies4．SemmanagementCommunicationstrategiesSocialstrategiesLearningstrategiesrefertothestrategiescontributingdirectlytothedevelopmentofthelanguagesystemconstructedbythelearner,which伽bedividedintocognitivelearningstrategiesandmetacognitivelearningstrategies．Cognitivelearningstrategiesrefertothestepsofoperationsusedinlearningorproblemsolvingthatrequiresdircctanalysis．transformation,orsynthesesoflearningmaterials．Metacognitivelearningstrategiesarestepstakenbeforecognitivelearningreallyhappens,whichareusedtoOVersee，regulateofserf-directlanguagelearning．15 ￡!!P!!!!!丛!!翌!坚墼蔓璺!Communicationstrategiesarclessdirectlyrelatedtolanguagelearningsincetheirfocusisontheprocessofparticipatinginaconversationandgettingmeaningacrossorclarifyingwhatthespeakerintended．Communicationstrategiesareusedbyspeakerswhenfacedwithsomedifficultyduetothefactthattheircommunicationendsoutruntheircommunicationmeal塔orwhenconfrontedwithmisunderstandingbyaco·speaker．Socialstrategiesarethoseactivitieslearaersengageinwhichaffordthemopportunitiestobeexposedtoandpracticetheirknowledge．Althoughthesestrategiesprovideexposuretothetargetlanguage,theycontributeindirectlytolearningsincetheyd0notleaddirectlytotheobtaining,storing,retrievingandusingoflanguage．2．3．2．2Oxford’SClassificationsofLearningStrategiesAccordingtotheeffectstrategiesexertonlearningthetargetlanguage，Oxford(1990)hasdividedlearningstrategiesintotwobroadcategories：directstrategiesandindirectstrategies．Theformerconsistsofstrategiesthatdirectlyinvolvethetargetlanguageandrequirementalprocessingofthelanguage，whilethelatterprovidesindirectsuppoaforlanguagelearningthroughfocusing,planning,evaluating,seekingopportunities，controllinganxiety,increasingcooperationandempathyandothermeans(Oxford,1990：151)．Directstrategiesandindirectstrategiessuppoaeachother；thetwomainclassesarefurtherclassifiedintosixsubeategories：memory,cognitive,compensation,metacognitive，affeetive，andsocialstrategies．Memorystrategieshelpstudentsstoreandretrievenewinformation．Cognitivestrategiesenablelearnerstounderstandandproducenewlanguagebymanydifferentmeadsandhelplearnersmakesenseoftheirstudy．Compensationstrategiesaretomakeupthegapandovercomedifficulties．Metacognitivestrategiesareactionstogobeyondpurelycognitivedevicesandtoprovideawayforlearnerstocoordinatetheirownlearningprocess；it啪facilitatelearnersinmonitoringtheirregularstudy．Affectivestrategiesarethoseusedtoassistlearningthroughemotional16 ￡!!巴!!!垡堡!墅堡壁!塑elements．Socialstrategieshelpstudentslearnthroughinteractionwithothers．Table2．30xford’sClassificationofLearningStratni嚣1．CreatingmentallinkageZApplyingimagesandsoundsMemorystntegies3．Reviewingwell4．Employingaction1．PracticingDh-ect2．ReceivingandsendingmessagesstrategiesCognitivestra唧3．Analyzingandreasonhlg4．Creadngstructureforinputandoutput1．GuessingintelligentlyI．月tmingCompensationstrategies2．Overcominglimitationsinstrategiesspeakingandwriting1．Centeringyourlearning2．ArrangingandplanningyourMetacognitivestra嘶learning3．Evaluatingyourlearn／rigIndirect1．LoweringyouranxietyZEn∞H画ngyoumelf。strategiesAffccfiveStrateg／es3．Taking，your’。emotionaltemperature!．AskingquestionsSocialstra啦ZCooperatingwithothers3．Empathizingwithothers23．7．30’MaHeyandChamot’sClassificationsofLearningStrategiesBasedoBinformation·processingmodel，O’MalleyandChamot(1990：44．45)distinguishedthreemajortypesofstrategies：metacognitivestrategies，cognitivestrategiesandsocial／affectivestrategies．17 Table2AO’MalleyandChamot’sClassificationofLearaingStrategies1．AdvanceorganizersZDirectedattention3．Selectiveattention4．Self-managementMetacognitivestrategies5．Advancepreparation6．Self-monitoring7．Delayedproduction8．Sclf-cvaluation1．RepetitionZResonrcing3．Directedphysicalresponse4．TranslationLearningsnategies5．Grouping6．Note-taking7．DeductionCognitivestrategies&Recombination9．Imagery10．Auditoryrepresentation11．Keyword1幺Contextualization13．Elaboration14．Transfer15．1nferencing，1．CooperationSocial／affectivestrategies2．．QuestionforclarificationMetacognifivestrategiesrefertohowlearnersthinkaboutlearningprocess，howtheypl趾andmonitorlearningwhileitistakingplace，andhowthey啪self-evaluationafterthelearningacIivity；theyalehigherorderexecutiveskillsapplicabletoavarietyoflearningtasl【s．CognitivestrategiesinvolvemanipulationOrtransformationofthematerialtobeleamcd’thatis，thelearnerinteractsdirectlywithwhatistobelearned；theymaybelimitedinapplicationtospecifictypesoftaskinlearningactivities．Social／affectivestrategiescoverbothinteractionwithanotherpersonandexercisingcontrol0Veremotionalandaffectiveresponsestolearning． Q12堡!!!垒!塑塑堡曼型!型23．2．4Cohen’sClassificationsofLearningStrategiesCohen(1990)defmeslearningstrategiesaslearningprocessesthatareconsciouslyselectedbythelearner．Cohen(1998)classifieslearningstrategiesintolanguagelearningstrategiesandlanguageusestrategies．whicharefurtherdividedintoseveralclasses．Table2．5Cohen"sClassificationofLearningStrategiesLearningstrategiesLanguageLearningStrategiesLanguageUsingStrategies1．Identifyingthematerialforlearning1．Retrievalstrategies2．Distinguishingitfi"omothermaterial2．Rehearsalstrategies3．Groupingitforeasierlearning3．Coverstrategies4．RepeatedlyengagingoneselfincontactwiIb4．Communicationstrategiesthematerial·5．RememberingitwitlleffortsInordertofacilitatelearningprocess,languagelearningstrategiescanidentifythematerialthatneedstobelearned．distinguishitfromothermaterialifneedbe,groupingitforeasierlearning(c．昏groupingvocabularybycategoryintonouns,verbs，adjectives，adverbs，andsoforth),haverepeatedcontactwiththematerial(c．昏throughclassroomtasksorthecompletionofhomeworkassignments),andformallycommitthematerialtomemorywhenitdoesnotSeemtobeacquirednaturally(whetherthroughrotememorytechniquessuch勰repetition,theuse．ofmnemonics,orsomeothermemorytechniques)；inordertohelplearnerstoapplylanguagethailearnershavetotheircurrentinteflanguage．retrievalstrategieswouldbeusedtocalluplanguagematerialfi"omstorage，throughwhatevermemorysearchingstrategiesthelearnercanmuster,rehearsalstrategiesareforrehearsingtargetlanguagestructures；coverstrategieshelplearnerstocreatetheimpressionthattheyhavecontrolovermaterialwhentheydonot；communicationstrategiesfocusellapproachestoconveyingamessagethatisbothmeaningfulandinformativeforthelistenersorreaders．‘’2．3．2．5WenQiufang’sClassificationsofLearningStrategiesSincethemid一1980s,someChineseresearcherstendedtoestablish．aclassificationsystemoflanguagelearningstrategiessuitableforChineselearnersin g!型!!望坚!塑坐望坠塑型ESL／EFLsettingsundertheChinesecultureandlanguagebackground．WenQiufang(1996，2004)classifiesstrategiesintotwobroadcategories，managementstrategies,andlanguagelearningstrategies．Table2．6WenQiufang’sClassificationofLearningStrate．gi．1．PlandingManagement2．Strategychoices3．Self-monitoringstrategies4．Serf-evaluating5．Self-regulatingTraditionalstrategies1．Form-focusedstrategiesLanguage2．Accmacystrategieslearning3．Using-mother-tonguestrategiesNon-traditionalstrategies1．Function-focusedstrategies2．Fluencystrategies3．Mother-tongue-avoidancestrategiesManagementstrategiesareactionsOrstepsemployedbythelearnertoorganizeandarrangeeffectivelyalearningactivity,includingplanningforlearning,monitoringthelearningprocess，evaluatinghowwellonehaslearned,andregulatingone"semotienS．Languagelearningstrategiesarespecificactionstakenbythelearnertodealwiththelanguagematerials，includingstrategiesforthefourlanguageskills(1istening,speaking,reading,andwriting)andstrategiesforlearningvocabulary,grammarandpronunciation．Languagelearningstrategiesaredividedintotraditionalandnon-traditionalstrategies．Traditionalstrategiesrefertothelearningstrategiesthatareusedinaccordwithtraditionalinstructiontheories,e．昏formalpracticingstrategies,accuracystrategiesandusing-mother-tonguestrategies．etc．Non-traditionalstrategiesrefertothelearningstrategiesthatnreusedinaccordwithnon-traditionalinstructiontheories,e．g．functionalpracticemother-tongue-avoidancestrategies，ete．2．3．2．6ChenXiaotangandZhengMin"sClassificationsofLearningStrategiesOnthebasisofcognitivepsychology,ChengXiaotangandZhengMill(2002) ￡!!E堕望型型堡墼!!型putforwardthemoreacceptableclassificationoflearningstrategiesintofourstrategies：cognitivestrategies,metacoguitivestrategies，affectivestrategiesandsocialstrategies,whichwouldbeeasilyacceptedbymostresearchersinChina．InChengandZbeng’sframe，learningstrategiesrefertoallkindsofstrategiesthatmakelanguagelearningmoreeffective，whichincludenotonlymicro-strategiesthatlearnersusetofinishlearningsomespecificitemstothebetterdegree，butalsomacro-strategiesthatlearnerstaketoplan，regulate，evaluate,etc．theaims，processesandresultsoflanguagelearning,andevenlearners’knowledgeoflanguagelearning．Cognitivestrategiesarethosestrategieslearnersusetobemoreefficienttoidentify,understand,retainandexu"aftlanguageknowledge．Metacoguitivestrategieshelplearnerstoconleirmandregulatethelearningaims,selectlearningapproachesandtechniques，andevaluateandfeedbackthelearningresults．Affectivestrategiesarethosestrategieslearnersusetofoster,adjustandcontrolemotionsinthelearningprocess．Socialstrategiesarethosestrategieslearnersusetoapplythegumedlanguageknowledgetointercommunication．2．3．2．7SomeCommentsonClassificationsofLanguageLearningStrategiesandtheProposedClassificationforThisThesisOnthewhole．Rubin’sclassificationjsofunityandcoherence．Sheassumesthatlearningstrategiesareinvolvedinreceptiveprocess，whilecommunicationandsocialstrategiesaredirectedtoproductiveprocess．However,communicationstrategiesandsocialstrategies啪beemployedtoservethereceptivelylearningprocess·Cohen"sclassificationmakesadistinctionbetweenlanguagelearningstrategiesandlanguageusestrategies，butitishardtodrawthelinebetweenlanguagelearningstrategiesandlanguageusestrategies．Besides，Cohen"sclassificationdoesnotincludemetacoguitivestrategy,which,however,hasbeendemonstratedinbothOxford"sand0’MalleyandChamot’selassifications．Infact,metacognitivestrategy,tosomegreatextent,determineswhetherlanguagelearningwillbesuccessfulbecausestudentswithoutmetacoguitiveapproachesareessentiallylearnerswithout 曼垒璺盥!!!丛堕翌坐堡墨!!!型directionoropportunitytoplantheirlearning,monitortheirprogress,orreviewtheiraccomplishmentsandfuturelearningdirections(O’MalleyandChamot,1990：8)．ThereexistsOmesimilaritiesanddistinctionsbetweenOxford’Sand0’MalleyandChamot"sclassifications．ThedkectstrategiesinOxford"sclassificationaresimilarto0’MalleyandChamot’Scognitivestrategies，whileOxford’Sindirectstrategiesinclude0’MalleyandChamot"smetacognitiveandsocial／affectivestrategies．TherealsOexistsOmedistinctionsbetweenOxford，sand0’MalleyandChamot"sclassifications．O’MalleyandChamotputmetacognifivestrategiesatahigherorderthancognitivestrategies,whichrevealstheinternalorderofthethreetypesoflearningstrategies；whileOxfordassertsthathertwocategoriesfunctionatthesamelevel，neglectingthemonitoringroleofmetacognition．0’MalleyandChamotconsidersocial／affectivestrategiesasabroadgrouping；whileOxfordtreatsaffectivestrategiesandsocialstrategiesseparately,sOtheirfunctionscanbeidentifiedmoreobviouslythanabroadgrouping．Thus,learningstrategiesareclassifiedintofourstrategiesatthehierarchicallevel：cognitivestrategies，metacognitivestrategies,affectivestrategiesandsocialstrategies,whichwouldbeeasilyacceptedbymostresearchersinChina(ChengandZheng,2002)．ThesefourstrategiesareavailableforthisthesisasTable2．7shows．SinceOxford"sclassificationschemeisOnthebasisofTheStrategyInventoryforLanguageLearning(sILL)(Oxford,1986)containingsixty-fourindividualstrategieswhicharcfurthercategorizedintodirectstrategiesandindirectstrategies,it锄providethefoundationforgeneratingitemsforaquestionnairedesignedtoassessusesoflearningstrategies．OnthebasisofOxford’SSILLanddomesticbackgrounds,ChengandZhenghavedesignedaquestionnaireofEngiishlearningstrategies．Thequestionnaireisadoptedandamendedsomewhereforinvestigatingstudents’Englishgralnmarlearningstrategiesinthisthesis，whichwillbediscussedinChapterm． 笪!!P塑!望望塑塑堡坠业Table2．7Thel"roposedClassificationofLanguageLearningStrategiesforthePresentStudy1．Preparation2Attention3．Thinking4．Keyword5．Understanding6．Inductionanddeduction7．CorrectionCognitivestrategies8．Translation9．Imagery10．Resourcing11．Repetition12．Transfer13．1nferancing+14．Elaboration15．ContextualizationLearning16．Notc-takingstrategies1．DirectedattentionMetacognitivestrategies2Advancepreparation3．Self-regulating4．Self_eValllating1．Beinginterested2．Positiveattitude3．ConfidenceAffe．斌ivestrategies4．Loweringanxiety5．Encouragingothe璐6．Careofothels’emotions7．RegtOatingownemotions8．Beinghelpful1．CommunicationZaariticationandverificationSocialstrategies3．Coo岬tion4．Fluency5．Accuracy2．3．3ResearchonSuccessfillLearnersandLessSuccessfuILearnersandItsAdditionalImplicationsEarlierresearchhasfocusedoncharacteristicsorlearningstrategiesof successfulsecondlanguagelearnersasthefollowingTable2．8：Table2．8Characteristicsor1．amraingStrategiesofSuecessfalLeanlar"sSourcesCharacteristicsorlearningstrategiesofsuccessfullearners1．areactiveandaccurateguessers；2-haveastrongdesireforcommunicating；3．arewillingtomakeerrors；Rubin(1975)4．arewillingtOpractice；5．spendtimemonitoringtheirownspeechandthatofothen；6．areattentivetOform；"／．andfocus011meaning．1．apersonallearningstyleorpositivelearningstrategies；2．allactiveapproachtothelearningtaslc；3．atolerantandoutgoingapproachtothetargetlanguageandempathywithitsspeakers；4．technicalknow-howabouthowtotacklealanguage；5．strategiesofexperimenmtinnandplanningwiththeobjectofdevelopingthen州languageintoanorderedsystem,andrevisingthissystemStem0975)progressively；6．constantlysearchingformeaning；7．willingnesstopractice；&willingnessto嘴thelanguageinrealcommunication；9．self-monitoringandcriticalsensitivitytolanguageuse；10．developingthesecondlanguagen眦andmoreasaseparatereference研stemandlearningtothinkinit．1．allactivetaskapproach；Naimaneta1．Zrealizationoflanguageasasystem；3．realizationoflanguageasamoansofcommunicationandinteraction；0978)4．management0ftheaffectivedemandsofL2：5．monitoringofL2performance．Asamatteroffact，onceidentified,suchstrategiescouldbemadeavailabletothelesslearnerstoimprovetheirlearning0tubin,1975)．Theunsuccessfullearnerscanusemanyofthesamestrategiesassucce龉fullearners；unsuccessfullearnersareonlyinactivelearnersandtheirapparentinabilitytolearnisduetotheirnothavinga缸appropriatercpcrtokeoflearningstrategies(vanandAbraham,1990)．ItisnecessarytostudythedifferencesinlanguagelearningstrategyusebetweenleartlersandlOSSlearnersSOastofindin whatwayslesssuccessfullearnersarenotgoodassuccessfullearnersandteachlearnersinaccordanccoftheifaptitude．Somerelevantandinfluentialresearchabroadandathomehasbe∞madeandthefindingsarcasfollows：Table2．9TheDifferencesinLanguageLearningStrategyUsebetw∞101SuccessfulI瑚rnersandLessSuccessfulLearnerllSourcesDifferencesSuccessfullanguagelearllers峨awiderrangeofstrategiesandmoreBialystok(1978)appropriatelythanlesssuccessfullearners．Chamoteta1．Lesssuccessfullearnersnotonlyhavefewerstrategiestypesinthe(1988)；Chamotandrepertoirebutalsofrequentlyusestrategiesthat摭inappropriatetotheKupper(1989)；taskorthatdOnotleadtosuccessfultaskcompletion．O’Malleyeta1．Successfullanguagelearnerstendtoemploystrategiesthatare(1990)appropriateforperformingaparticularlearningtask．NaimanctaLSuccessfullanguagelearnersmakeuseofmetacognitiveknowledgeto(1978)；Rei鲳helpthemassesstheirneeds,evaluateprogress,andgivedirectiontotheir(1985)；learning．O’MalleyandChanlot(1990)Successf",dlearners(1)attendtolanguageform,(2)alsocoilc2w1]meaningorcommunication,(3)activelyinvolveinlanguagelearning,(4)Ellis0994)areawareofthelearningprocess,and圆aremoreflem"bletousesuategiesinaccordancewithtaskrequirements．Mostoftheresearchersagreetothesefivedifferences．GreenandOxfordHigherproficiencylevelsusecognitive,compensation,metacoguitive，andsocialstrategygroups(fromthemostsignificantdifferencetothe(1995)leastsignificantdifference)moreoftenthanlowerlevels．Successfullearnersd0notneglectlistening，speaking，readingandwriting．whilelesssuccessfullearnersattachlittleimportancetospeakingandwritingexercises；successfullearnerspaymoreattentiontobothlinguisticformandmeaning．whilelesssuccessfullearnersgotoWenOiufangexH"cmes,thatis,sometimesattendtolinguisticformorsometimesto0995)linguisticmeaning；successfullearnersavoidusingmothertongueconsciously；whileless8tlc删learnersresorttomothertongueinlearningprocess；successfullearnersareabletomenagetheirownlearningprocesseffectively,whilelesssuccessfullearnerscannotregulatetheirownlearningprocessconsciously． 曼!!唑望型堕堂堕垦!!!型WenQinfangandThereexistsignificantdifferencesbetweenhigh-proficiencystudentsWangHaixianandlow-proficiencystudentsinusingmanagementstra蟛es,formal(1996)；practicingstrategies,functionalpracticestrategies，andQinXiaoqingmother-tongne-avoidancestrategies．(1998)；ZhangBinandShiYanling(2004)HanWenli(2003)；SuccessfullearnersuseallkindsoflearningsffategiesmorefrequentlysiJiangno，Zhaothanlesssuccessfulleanlers,especinnyinmetacognifivestrategies．JizhengandHeMengyi(2005)Inaddition．theabovefindingsalsorepresentrelationshipsoflearningstrategi路tosecondlanguageproficiency．Theyimplicatethatthoughthesestudieshavebeenconductedindifferentgeographicalandculturalsettings，learaerswhohavebetterOrhigherproficiencyinlanguagelearninggenerallyarefoundtomakemorefrequentuseoftheoverallstrategyandtoexertmorestrategysubcategories,namely,inmostcases．thereexistsignificantcorrelationsbetweenlearningstrategiesandlanguageproficiency．2．4ReviewofResearchonEnglishGrammarLearningStrategies2．4．1TheImplicationsofGrammarInstructionintheClassroomforGrammarLearningStrateoesLearningisacognitiveprocesswithinlearners，andteachingisjustawayoffacilitatinglearning；teachersshouldknowhowlearningtakesplaceinordertohelplearnerstocontrolthecentralaspectsoflearning(Brown,1987：2)．Therefore,somerecentresearchongrammarteachingcanshowimplicafiomforgrammarlearningstrategies．2．4．1．1CognitiveApproachtoGrammarLearningFromthe19thcenturytothe20thcentury,ingeneral,therearetwokindsofapproachestolearningandteachinggramn3ar．OneisdedllctiVelearning．Itisallappma‘血tolanguageteachinginwhichlearnersaretaughtrulesandgivenspecificinformationaboutalanguage．Theythen26 鱼!理!!望垒幽苎堕i型applytheseruleswhentheyuselanguage；languageteachingmethodsthatemphasizethestudyofthegrammaticalrulesofalanguage(forexampletheGrammarTranslationMethod)mRkouscoftheprincipleofdeductivelearning(Riclmrdsetal。2000：123)．Theotherisinductivelearning．Itisanapproachtolanguageteachinginwhichlearnersarenottaughtgrammatical01"othertypesofrulesdirectlybutarelefttodiscoverorinducerulesfromtheirexperienceofusingthelanguage；languageteachingmethodsthatemphasizethe嘲ofthelanguageratherthanpresentationofinformationaboutthelanguage(forexample，theDirectMethod,CommunicativeApproach,andCounselingteaming)makeuseoftheprincipleofinductivelearning(Richardseta1．，2000：123)．Theformerisexplicitteachingofgrammarwhilethelatterisimplicit．Solnepeopleargueinfavorofexplicitteachinginthebeliefthatmasteringtheindividual‘’elementsofalanguage，betheylexical,phonologicalOrgrammatical，isavaluemeanstowardeventualabilitytocommunicateinthelanguage；however,formed-focusedexercisesshouldprogresstomeaningfulactivitieswhichshould，themselvesultimatelygivewaystotaskswheretheemphasisisonsuccessfulcommunication．Otherpeopleadvocateanapproachaimingatdevelopingstudents’languageawareness；learnerspracticelanguagewithinacontextwhichstressescommunicativeratherlinguisticcompetence，orlanguageinactionratherthanlanguageasasetofsymbolstobemanipulated,andabifityratherthanknowledge(shuBaimei,2005：103)．Inaddition,anotherkindofapproachtOlearningandteachinggrammarisexplicitinductiveapproachsuggestedbyVicenta(2002)whothinksthatgrammarexplanationsareprovidedtolearnersforconsultationthroughouttheinstructionalactivitiesoncetheyhaveopportunitiestodiscovertherule．Explicitknowledgemaycontributetothedevelopmentofimplicitknowledgebyhelpinglearnerstoprocessinputandintake(Ellis，2000：57)．Sincethe1990s，theroleofgrammarinforeignlanguageteachingandlearninghasOllceagainarousedresearchers’attention；thenecessarytrendforthedevelopmentofgrammarinstructionistheintegrationofbothimplicitandexplicit ￡坠璺巳堡!!!墅堕翌理堡墨曼!!竺grammarinstruction(HaoXingyue，2004)．Fromtheperspectiveofimplicitcognition，ZhangRen(2004)concludesthat(1)grammarlearnersshouldbeexposedtoabundantlanguageuse；(2)implicitlearningofgrammarshouldbepriortoexplicit；and(3)implicitandexplicitgrammarexercisesshouldbeusedcomprehensively．In“grammaronly-classesforEnglishmajors，thetranslationmethodologyisalreadyoutofplace，andthecommunicativeapproach辩emshardlyapplicable；SOacognitiveapproachwasappliedtoteachinggrammar,thatis，thegrammaristaughtbytakingadvantageofstudents’cognitiveabilitiesorinthewaywhichisdeterminedbycognitivefactorssuchasglobalfeatures，concepts，images，chunks，meaning,interestanddeduction(HuangHebin,2002)．Referringtocognitivepsychology,DalWeidong(2006)hasbroughtnewconceptsandperspectivesongrammarteaching--explicitconsciousness·raisingtaskmodelthatistomultiplytheexplicitinputandtoimprovelearners’COBSdOUSBOSStogrammaticalformsandthatcontributestolearners’understandingandlanguageoutputbyhelpingthemobtaininductiveknowledge．2．4．1．2CommunicativeApproachtoGrammarLearningAUright(1976)，oneofSomeearlierresearchers,arguedthatgrammarlearningshouldbepaidnoattentionincommunicativeclassroomandgrammaticalaccuracyshouldbesacrificedforcommunicativeappropriacysincelanguageisacquiredthroughcommunication；whilesomerecentresearchersemphasizesinteractionbetweengrammarandcommunication(Granberg,1997；Rogers，1996；Larsen．Freeman,1992；Celce-Murcia,1992；Valette，1992，alldtcdinViccnta，2002)．Grauberg(1997：36)emphasizestheimportanceofgrsnlmarlearningforbeingabletocommunicatebystatingthatnotappreciatingtheeffectofchangesintheformOrpositionsofwords啪distortthemeaningofthemessagesinceitistheabilityt0generateutterancesthroughinternalizedgrammaticalknowledgewhichwillenableeffectivecommunicationandinteractiontotakeplace(Grauberg,1997：72)．TheintegrationofgrammarteachingintothecommunicativesyllabusneedstO 壁!也!!!垡!墅!坚墨竺i型beaddressedandtlaerea∞notlaeoretiealrootstoexplainhowthelanguageclassroomcanbecome姐entirelyautlacntiereproductionoflanguageuseoutsidetheclassroom(Rogers，1996：37)．Grammarandeommtmieatio,a∞complimentarysincetheyslaapcandinfluenceeachother．Thoughthereis孤initialcommunicativeintent．themessageandthecodeinteractandideastakeshapeinthelnolncllt(I．arsen-Freeman,1992：163)．Thewrongorder,thewrongfunctionword，olrthewronginflectionmayCaUSemiscommunicationinamessage(Celce—Murcia,a992)．Thus,proficiencyandaccuracya∞alliesnotenemiessinceinaccuratespeeelaratherthanasignofproficiencymaybeasignof锄interlanguageindangeroffossilization(Valettte。1992：17∞．2．4．1．3DrillsforGrammarLea珈ingMechanicaldrillsin孵簖曲sfI，出mtssubstitutepronounsfor11011135OTaltmate．theperson,number,Ortenseofverbscallhelpstudentsmemorizeirregttlarformsandchallengingstructures．However,studentsdonotdeveloptlaeabilitytousegrammarcorrectlyinoralandwritteninteractionsbydoingmechanicaldrills9。becausethesedrillsseparateformfrommeaninganduse．Thecontentoftheprompt。andtheresponseissetinadvance；thestudentonlyhastosupplytheCon"cctl_grammaticalform,andCalldothatwithoutreallyneedingtounderstandOr．communicatea．rali．g．Communicativedrillseacouragestudentstoconnectform,meaning,anduscbccatlscmultiplecorrectresponsesa托possible．Incommunicativedrills，studentsrespondtoapromptusingthegrammarpointunderconsideration,butprovidingtheirowncontent．Tosumup,fromtheabovestudies，explicitdeduction,implicitinduction,Consciousness—raising,communication,proficiencyandaccuracy啪beusedasEnglishgrammarlearningstl"ategies．Besides，tlaetraditionalgrammar-translationmethodleftsuelaaninerasablememoryformanyEnglishlearnersthatlearninggrammarforgrammar"$sakestilloccursinlanguagelearning；itisdaimedthatgrammarlearningshouldbelinkedwithcontextandfunctionbccau∞grammal"isbasicallyusedtoenlaaneecomprehensibleinputandtomonitoreffectiveoutput；only 璺j!P塑!!!垡堡垡坐堡!堕i型whenthelinkisestablishedbetweencontextandtext,functionandform，canmeaningfulgrammarlearningtakeplace；therefore，grammarlearningstrategiesarefocusedonlearningthroughcomprehension,learningthroughinduction,learningthroughelTOrs，andlearningthroughcommunication(CbengandZheng,2002"79)．2．4．2SeveralInfluentialStrategiesforLearningGrammarinSLASincethe1990s，inthefieldofS域manyresearchersendeavortoworkongrammarlearningandhowgrammarstructuresarelearnt(Vicenta,2002)．1．Attenti∞toformandconsciousnessAttentionreferstocontrolofprocessing(Bialystok,1994：160),selectiveattention(o’MalleyandChamot,1990),detection(romlinandV"ma,1994),concentration(Soviketa1．，1996)，etc．Withoutpayingattention,neitheraskillorgrammar,norlearningstrategies，noranL2arelearnt(Vicenta,2002)．TheresultofShook’S(1994：80)empiricalstudyshowsthatonlywhenL2learnershadtheirattentionexplicitlydrawntothegrammaticalitems，didtheyprocessthemasintake．Sehmidt(1990,1992,1993，1994)addsthatlearnersmustconsciouslypayattentionornoticeinputinordertochangeinputintointake．CarrandCurran(1994)s∞focusedattentionasnecessaryfurimplicitandexplicitlearningofstructures，andawarenessastheconsciousaccessibilitythatallowsafurtherormoreelaboratelevelofstructuralorganizationthanthecontextualcodingdonewhenattentionalprocessingisnotaccompaniedbyinexplicitlearning．AccordingtoSkehan(1999：288)，attentiontoformisnecessalTatthecentralprocessingstageSOthattheinterlanguagesystemmaychange；reflectionandawarenessarepartoftheattentionalprocessand眦thecentralprincipleintheinformation—processingapproachtolearning(Skehan,1999：131)．Bialystok(1994：160)definesconsciousnessasthesubjectivefeelingawarenessthatemergeasaresultoftheprocessoffocusingattentionontospecificaspect8oftherepresentation；Schmidt(1990，1993，1994，1995)Seesconsciousnessastheawarenessofspecificformsintheinputatthelevelofnoting(consciousattention)necessaryfurlanguagelearningtotakeplace．Thus,awarenessandconsciousnessareSeenassynonymsbySchmidt(1990：13∞． 鱼堑堕望垡堡!型望堕!!!Schmidt(1993：213、deFmesawareno龉asunderstandingthatisrelatedtotheorganizationofmaterialinlong-termmemOry，tOrestructuring，andtosystem,learning．Understandingreferstoahigherlevelofawarenessthannoticingthatis。relatedtorehearsalwithinworkingmemoryandthetransferofinformationtolong-termmemory,tointake，andtoitemlearning．TheempiricalfindingsofI．,eow"s(1997：494-495)studyprovethatthisawarenesspermitslearnerstotakeinandretrievethegrammaticalinformationimmediatelyinmoreefficientmannerwhencomparedtolessawarenessatthislevel．Therefore,consciousness-raisingbecomesprominent,whichrefertoteachers’intentionalattemptstoraiselearners’awarenessoftheformalfeaturesofthelanguageorinputfeaturesSOastopromotethedevelopmentoftheirL2knowledge(Vicenta,2002)．FotosandEllis0991)advocatetheuseofcommunicativegrammardiscovery—tasksthat锄raisethelearners’consciousnessaboutthegrammaticalpropertiesoftheL2whilesimultaneouslyproducingthekindsofinteractionaladjustmentsthatareheldtobefacilitativeofacquisition．Providingpositiveandnegativeevidencearealsodifferentwaysofenablinglearnerstonoticetheexistenceofspecificlinguistic‘featuresinthetargetlanguage，theya∞consciousness-raisingattempts(Ettis,2000：s5)．2．TheutilityofpracticePracticecanrefertoopportunitiesformeaningfullanguageuseandforthoughtful,effortfulpracticeoflinguisticfeatures．Oncethenewinformationhasbecomedeclarativeknowledge，extensivepracticeisneeded(Roseiman,1988：56)．Bypracticinggrammar,studentsconsolidatetheirunderstandingofgrammarandtheteachercanbeawareoftheirneeds(Borg,1999)．B0thmechanicaldrillsandcommunicativedrillsplaySOmerolesinlearninggrammar．Controlledpracticeisneededsincelearnersmustp‘埯se鼹an螂舡髓嘶offormtogeneratemeaning；communicativeexchangesarcverydifficultiftherelevantlinguisticcomponentshavenotfirstbeenpracticed(Klapper,1998：22-23)．CommunicativepracticeintheclassroomisnotsufficienttoleadtOahighdegreeoffluencyandaccuracyinallaspectsofsecondlanguageproduction(Lightbown,2000：31 443)．ItiscertainthatconmaunicativeactivitiesarealsopreparedbecaUSCjustbyperformingd棚ls01"beingengagedincontrolledpracticestudentscannotmasterallL2(Hammer,1987；Swain,1998)．3．TheuseofL1／translation／UsingmotherlanguageItistruethatanoveruseoftheL1canbeadrawback,andstudentsmaymisschancesofusingtheL2,SOtheL1isonlyusedintheL2classroomwhenneeded,sincethesignificanceoftheL1isessentialanditderivesfromtheinterdependencyrelationshipofOurconceptual／cognitivesystemandourL1(Fernandez,2000)．ManyresearchersadvisetopayattentiontotheL1(Koala,1993：497；Black,1993：438；Klapper,1998：23)，sinceusingtheL1helpslearnerstodifferentiateimportantstructuraldifferencesbetweenthemothertongueandthetargetlanguage(VickinSon,1996：37)．TheL1knowledge／abilitythat12learnerspossessandtheirabilitytomakecomparisonbetweentheirL1andL2isanessentialfactortoturninputintointake(Kumaravadivelu,1994：50)．4．ErrorcorrectionandfeedbackBorg0999)pointsoutthatstudentsHketobemadeawareoftheirciI"orsandthisawarenessimprovesstudents’abilitytomonitorandself-correcttheirllseoflanguage．Inputfloodingdoesnotgetfideofestablishedlit"or,andfeedbackmaybeneeded(Long,1998：21；Ellis,2000：88)；analyzingandcorrectingerrorscanhelplearning；feedbackwillhelplearnerstointegratethenewlanguageintotheirinterlanguagesystemsinceitmakesthemnoticethedifferencebetwe_地ntheirproductionandthetargetsystem(Vicenta,2002)．2．4．3TwoMajorEmpiricalStudiesonEnglishGrammarLearningStrategiesZhaoMing(1999)hasexperimentallyappliedcognitivestrategiesincludingrepetitionstrategy,elaborationstrategyandinductionstrategytoEnglishgrammarlearningbycollegestudents．ShehasprobedtheeffectofthesethreestrategiesOilEnglishgrammarlearning．HerfindingisthatinduccionstrategycharacterizedbyinferencingandinducingisthemoreeffectiveinEnglishgrammarlearning+elaborationstrategycharacterizedbyinterrelatingnewandexistingknowledgetakes secondplaceandrepetitionstrategycharacterizedbyrehearsalandrecitingislesseffective．ShearguesthatitisnecessarytomakethefullresearchonEnglishgrammarlearningstrategiesSOastogivelearnersoveralllearningstrategytraining．Vicenta(2002)hasmadeastudy011grammarlearningthroughthemaero-grammarstrategytrainingforseconoaryschoolstudents．Themacro-grammarstrategyconsistsofmetacognltiveandcognitivestrategieswhichstudentsapplywhencarryingoutthedesignedactivities：matching,readingandansweringquestions，includingarule，fillingintheblankswiththerighttenses，correctingmistakes,translating,rewriting,andwriting．Inthemetacognitivestrategies，selectiveattention．self-monitoring,andself-evaluationaIcselected；inthecognitivestrategies，elaboration,inference，deduction,repetition,translation，andtransferareselected．Hergeneralconclusionisthatstudents，speciallyfairandpoorlearners,followingthegrammarstrategyinstruction,canlearngrammaticalstructuresbetterandbecomealittiemoreautonomonsthanthestudentswhodonotfoUOWtheinstruction．2．4．4IntroductionofProposedEnglishGrammarLearningStrategies+toThisThesisEnglishgr"all蛐arlearningstrategiesOraLS)refertoallkindsofstrategiesthatmakeEnglishgrammarlearningmofeeffective．whichincludenotonlymicro-strategiesthatlearnersusetOfinishlearningSomespecificEnglishgrammaritemstothebetterdegree，butalsomacro-strategiesthatlearnerstaketoplan,regulate，evaluate，etc．theaims，processesandresultsofEnglishgrammarlearning,andevenlearners’knowledgeofEnglishgraDlmarlearning．Onthebasisoftheproposedclassificationoflanguagelearningstrategies,Englishgrammarlearningstrategiescanbeclassifiedintocognitivestrategiesforlearninggrammar(CSLO)，metacoguifivestrategiesforlearninggrammar(MSLO)，affectivestrategiesforlearninggrammar(ASLG)，andsocialstrategiesforlearninggrammar(SSLO)．EverysubeategoryisembodiedwiththerelevantspecificiteminthequestionnaireofEnglishgrammarlearningstrategies． ￡!堑堕!望垡!!望!坚墨!!i型Table2．10EnglishG删mmmrLearningStrategies(EGLS)EGLSDescriptionBeingreadybeforehandforlearning1．Preparation(iteml)grammar2．Attentiontoform(item2)FocusingconsciousnessoilspecificCSIoaspectsofgranmlarknowledge3．Thinking(item3)Reasoningaboutorreflectingongl"art]illarRememberinggrammarbygeneratingeasilyrecalledimagesofsome4-Keyword(ilems4&5)relationshipwiththenewgrammarknowledgeOrganizinggrammarmaterialsin5．Understanding(itemS)long-termmemory,restructuringandgraspingthemeaningofthemGeneralizinggrammarmlesand6．Inductionanddeduction(itemT)consciouslyusingrulestoproduceorunderstandEnglishCorrectinggrammaticalerrorsandlearn7．COHT．碰OII(itemS)firmerrorsUsingthemothertongueasabasefor8．Translation(itenO)understandingorproducinggrammarrulesRelatingnewinformationtovisual9．Imagery(iteml∞conceptsinmemoryviafamiliareasilyretrievablevisuslizationExpanding擘煳Hknowledgethrough10．Reanurclng(ilemn)lmofgrannnarreferencematerialsImitatingorrecitinggrammarsmartly11．Repetition(iteml2)includingovertpracticeandsilentrehearsalUsingpreviouslyacquiredgrammar12．Transfer(iteml3)knowledgetofacilitateanewlanguagelearningtaskInferringandanalyzinggrammarrules13．Inferencing(iteml4、fromatextintegratingHewinformationtoexisting14．Elaboration(iteml5)grammarknowledgePlacinggrammarrulesinameaningful15．Contextoalization0teml6)languagesequence 鱼!唑!!!垒堡垡坐堡墅巫塑Writingdownthemainideas,important16．Note-taking(iteml7)points,outline，orsummaryDecidinginadvancetoattendingeneral1．Directedattention(iteml81toalearningtaskandtoignoreirrelevantdistractorsPlanningforandrehearsinggrammatical2．Advancepreparation(iteml91componentsnecessarytocattyoutanupcominglanguagetaskMSLGUnderstandingtheconditionsthathelp3．Self-regulating(items21--26)onelearnandarrangingforthepresenceofthoseconditionsCheckingtheoutcomesoflearninggrammarorexaminingtheresultsof4．Self-evaluating(items20&2"0productionsanddecidingwhichelementscanbeimproved：Havingorshowingcuriosity,fascination,1．Cultivatinginterest(item2S)orconcurnongrammarlenmingHavinganactivestateofrain&ora2Positiveattitude(item9)feelingingrammarlearningHavingafeelingofagsuranceingrammar3．Confidence(item30)learning’4．Loweringanxiety(item3x)WeakeningthestateofuneasinessandapprehensioningrammarlearningASLGInspiringotherlearnerswithhope，5．Encouragingothers(item32)courage，orconfidenceingrammarlearningConcerningotherlearners’feelingsin6．Careofothers’emotions(item33)grammarlearningSelf-controllingownfeelingsingrammar7．Regnlatingownemotions(itemS*)learningProvidingassistanceforotherlearnersin8．Seinghelpful(item35)grammarlearningSSLGApplyinglearntmlestolanguage1．Communication(item6)expressionsfortheexchangeofthoughts,messages,orinformation2．ClarificationAskingteachersorotherlearnersforrepetitionparaphrasing,explanationandverification(itenflT)and／orexamples ￡!!盥!望垡堡!坐些墅!i塑：：：=Workingwithoneormorepeemtoobtain3．Cooperation(itemsa8&39)feedback，poolinformationormodelalanguageactivitiesTendingtoexpressoneselfreadilyand4．Huency(items40&41)effortlesslywithlittleattentiontogrammaticalregulationMonitoringexpressionsforgrammatical5．Accuracy(item42)regulation1：山le2．10showsthedetailsofEnglishgrammarlearningstrategi伪．CSLGarethosestrategieslearnersusctobemoreefficienttoidentify,understand,retainandextractgrammarknowledge．MSLGhell,learnerstocon血"mandregulatethelearningaj蕊selectlearningapproachesandtechniques，andevaluateandfeedbackthelearningresults．ASIA3arethosestrategieslearnersllsetofoster,adjustandcontrolemotionsintheprocessoflearning簪疆血aLSSLGarethosestrategieslearnersusetoapplythegainedgrammarknowledgetointercommunication． 3．1IntroductionChapterIHMethodologyAsisdiscussedinthepreviouschapter,Englishgrammarlearningstrateg"esconsistof42learningstrategiesthatareproposedforthepurposeofthisinvestigation．ThischapterreportsthesurveythatisconductedtOmakeallempiricalstudyonEnglishgrammarlearningstrategiesbyEnglishmajors．ThemethodologyofthisStUdyisabriefintroductiontothesubjects，instruments,anddatacollectionandanalysisprocedures．3．2SubjectsInAp棚2006，asampleof124sophomoreEnglishmajorsoffiveclassesfromtheCollegeofForeignLanguage,NanchangUniversity,participatedinthestudy．TheywereaskedtocompletethequestionnaireofEnglishgrammarlearningstrategies．However,severalstudentsdidnotrespondtothequestionnairecorrectly；asaresult，only120students’datawereadoptedforstatisticalanalysis．TheymayhavedevelopedcomparativelystablelearningstrategiesafterstudyingEn醇ishmanyyearsintheirjuniorandseniorhighschoolaswell雒inthe／rfirstyearintheiruniversity．Allofthestudentswereofthesimilarage．ChineseistheirmothertongueandEnglishisaforeignlanguagetOthem．Intheirsecondyear,EnglishgrammarcoUrscissetforthem．TheytookallEnglishgrail3martestadministeredattheendofthesemester．30high-proficiencystudents口s)and33low-proficiencystudents(LPS)wereselectedin蛾ordancewiththeirsODr髓inthe蕊IglishgrammartesLFivestudentsrespectivelyselected丘砌HPSandLPStookpartintheinterviewinwhichfactsorstatementsaboutlearningEnelishgrammarwereelicitedfi-omstudentsinMay2006． 3．3InstrumentsThreeinstrumentswereusedinthisresearch．OnewastheEnglishgrammarachievementtestt0assessstudents’Englishgrammarlearningoutcomes；theotherWaSthequestionnaireofEnglishgrammarlearningstrategiest0gatherquantitativedataconcerningstudents’strategyUSe．TheinterviewtOelicitqualitativedataregardingstudents’factsorstatementsaboutlearningEnglishgrammarWaSalsoemployed．3．3．1EnglishGrammarAchievementTestThisEnglishgraimnarachievementtestpaper(seeAppendixDWaSdesigaedintermsofthenationalsyllabusforEn#shgrammarteachingforEnglishmajo略byMr．DengWenjlewhohasrichteachingexperiencesinEnglishgrammarteachinfpncpaperincludedfiveparts：trueorfalseitems。multiple-choieeitems，constructingerror-recognitionitems，constructingitemsinvolvingthechangingofwords,andsentence·differentiatingitems．ThetestingpaperincludesmostgrammaritemsbasedonwhathasbeentaughtandmeasureswhatitismeanttomeaSureadequately．Besides．internalreliabilityofthisgrammartestistested．“Cmnbach"sAlpha=0．604．andCronbach’SAlphaBased011StandardizedReins---0．721”showthereliabilityofthegrammart髂tpaperisgenerallyacceptablebecausegenerallycriticalvalueofreliabilitycoefficientis0．6(YangDuanhe，2004：278)．Therefore，thisEnglishgl"alnularachievementtesttoEnglishmajorsisuptOreliabilityrequirement．3．3．2QuestionnaireThequestionnaireofEnglishgralmnarlearningstrategies@cAppendix11)iswritteninChineseanddesignedOnthebasisofOxford"sStrategyInventoryforLanguageLearning(sIu)andChengXiaotangandZhengMin"squestionnaireofEnglishlearningstrategiesaswellaSthewriter"sOWllteachingandlearningexperience．Thequestionnaireconsistsoftwoparts．OneisconcernedwithPersonaldetails(i．e．name，sex，andage)，Theotherpartcomprises42statementitemsofEngLishgrammarlearningstrategiesafterap酌tstudy．38 Table3．1StatementItemsofEnglishGrammarLearningStrategiesIteml--lteml7Statementsofcognitivestrategiesforlearninggrammar(CSLG)Iteml8-．．．Item27Statementsofmetacognitivestrategiesforlearninggrammar(MSLG)Item28．--．--Item35Statementsofaffeetivestrategiesforlearninggrammar(ASm)Item36--Item42Statementsofsocialstrategiesforlearninggrammar(SSLG)Thestudentsshowtheiropinionsintermsofafive-pointscale：1=“Thisstatementisalmostnevertrueofme”(almostncv盯usingthestrategy)2="Thisstatementisusuallynottrueofme"(seldomusingthestrategy)3="Thisstatementissometimestrueofme’’(sometimesusingthestrategy)4="Thisstatementisusuallytrueofme”(oftenusingthestrategy)5="Thisstatementisalmostalwaystrueofme”(almostalwaysusingthestrategy)．Internalreliabilityreferstotheextenttowhichameasureisconsistentwithinitself．Totest’theinternalreliabilityofthequestionnaire，itemanalysisintheformofCronbach"sAlphacoefficientisoftenused．Thealphacoefficientiscomputedby，correlatingalltheScoresonindividualitems．withtheoverallscore011thequestionnaire．ThequestionnaireⅥ，ithhighreliability,i．e．thosewithhi曲internalconsistency,willachieveanalphacoefficientof0．60ormoreonascaleof0to1whereahighSCOreindicateshighreliability．Table3．2啪showtheinternalreliabilityofthequestionnaire．Table3．2ReliabilityoftheQuestionnaireaftertheRealSurveyVariableNameCronbach’SAlphaNofitemsCSIBO．86417MSLG0．86310ASLG0．8248SSLGO．7加7OverallstrategiesO．823423．3．3InterviewQualitativeandquantitativestudiesareinrealitycomplementarywaysofcreatingnewknowledge(Markee,1994)．Inordertopresentabetterpictureoftheobjectedinvestigated,inadditiontothequantitativequestionnaire,thisstudydesignsandadoptsthequalitativeinterviewtoobtainmorereliableresults．Tenstudentsare∞ Q箜!!!!!!丛!!!!i!!!碰askedtOdescribetheirattitudeandwaysoflearningEnglishgrammar．Amongthesestudents，fivestudentsareinHPS，andanotherfivestudentsareinLPS．Inthisinterview,sixquestionsaredesigned(seeAppendixin)．Besides，asWenQiufang(2001：184)indicates,theinterviewissemi-structured，whichrequiresconductingaccordingtotheinterviewschedulethatispreparedbeforetheinterviewbegins；thequestionsinthescheduleneednotbetakeninanyparticularorderandtheactualwordingofquestionsisnotdeterminedinadvance；theinterviewschedulepresumesthatthereiscommoninformationthatshouldbeobtainedfromeachpersoninterviewed．3．4DataCollectionandAnalysisAfterthefinaltermexaminationatthebegim血gof2006wasfinished,theEnglishgrammarachievementtestpapersofallthesubjectsWelX：scored,andthenscoreswerecheckedtobeaccurateandobtainedforsubjccts’Englishgrammarlearningoutcomes．InApril2006，thequestionnaireofEnglishgrammarlearningstrategiesWaspilotedbeforeusedintherealstudy．40sophomoreEnglishm60mw嗽sampled,wholaterparticipatedintherealsurveyandwereamongthesubjectsofthisstudy．Someitemsweredeletedorrevised．Thedatafromthepilottestwereputintothecomputer．WithSPSSl3．o"internalconsistencereliabilityWascalculatedfortheinstrumentasawhole．TheoverallCronbach’SalphareliabilityforthequestionnaireWasO．816．whichmachcdthestatisticrequirement(a≥0．6)．SonochangeWasmadetothequestionnaire．Aftertherealsurvey,theoverallCronbach’SalphareliabilityWas0．823．ThealphaWashigherbecauseofthelargersample，whichfurthershowedthereliabilityofthequestionnaireconvincingly．Whetherinthepilottestorintherealstorey,duringtheclasstime，theaimofthequestionnaireonlyforthisstudywaspresentedtothesubjects．Thesubjectswereaskedtofinishthequestionnairewith20minutes，encouragedtoanswertruthfully,anddirectedbytheteacheriftheyhaddifficultyinunderstandingsomestatements．40 ￡!!E堡!婴堂!鲤!!!趾Alltheinformationwaspromisedtokc印secret．BecaILSOsomestudentsdidnotfinfishthequestionnaire，ortheydidnotproperlyanswerthem，120validpiecesofquestionnaireofsubjectswerefinallygot；andtheircorrelativeEnglishgrammarachievementScOreswerecheekedoutforstatistics,thatis．120studentsenteredfinaldataanalysis，andtheywerethusconsideredasthesubjectsinthisstudy．hMay2006,theinterviewwastakenamongtensubjectsintheconversationalstyleandthemterviewWascarriedoutinChineseandwasexpectedtomakestudentsexpresstheirideasdearly．Inaneasefulatmosphere，thereWasfieetalkabouttheirattitude,mood,methods，anddifficultyinlearningthegrammar；,during．thetalk,thesixquestionswereappropriatelyputforwardforthemtoanswer；someinformationwaswrittendowninpreparationforthisstudy．ThedatafromthetestandthequestionnairewereputintothecomputerandanalyzedbyusingSPSSl3．0．Thequantitativeanalysisinvolvedseveralstatisticalprocedures：(1)descriptivestatisticswerecomputedtosummarizethestudents“responsestostrategyitems；(2)Pearsoncorrelationsanalysiswasconductedto"examinetherelationshipbetweenEGLSandEGLO；(3)multipleregressionanalysis：WasusedtodeterminethepredictivepowerofEGLSoverEGLOinordertofindouUwhichonewasthestrongestpredictorofEnglishgraimnarachievement；(4)independentsamplest-testswerecarriedouttocheckthe．differencesbetweenI-IPSiandLPSintheuseofEGLS．QualitativeanalysisWasalsoperformedinharmony，withthequantitativeanalysisinorderto，beassistantinthediscuss／onofresults,whichWaSpresentedinthenextchapter．41 ChapterIVResultsandDiscussions4．1EnglishGrammarLearningStrategiesUsedbyEnglishMajorsThequestionnaireisthefive-pointLikertscale．Thehighermarksstudentsscore,themorefrequentlytheyusethestrategy．ThefrequencyofstrategyIlscisdividedintothreeleveI扣坷gh，mediumandlow够thefollowingdescriptionofthefrequencyscaleofstrategyuseinTable4．1．Table4．1]FrequencyScaleofStrategyUseMeanScoreofStrategyUseFrequencyofS№tegyDegreeofUsingtheStrategyU辩4．5-5．0HighAlmostalways3．5．4．4Often"-3．4MediumSometimes1．5．2．4LowSeldom1肛1．4AlmostneverTable4．2shovt毽thedescriptivestatisticsofthefourcategufiesofEnglishgrammarlearningstrategies(EOLS)．Inthistable，theresultsofthedescriptivestatisticsinmcall，standarddeviation,minimumandmaximumshowthatthefrequencyofthefourcategoriesofEGLSrangesfrom2．5to3．4andthatthestandarddeviationsarealllowerthan1．Themeanscoreoftheoverallstrategyis3．028．Therefore,EnglishmajorsgenerallyUSeEGLSatthemediumlevel，namely,theysometimesuseEGLSbecauseEnglishgrammarisonlyapartoflearningEnglish．Accordingtotheinterview,whentheyarcabsorbedinlearningEnglishgrammar,theycanusesomeEGLS；whentheyspendthe打timeinpracticingtheirlanguageskillssuchasreading,speaking,listeningandwriting,theycanuseafewEGLSsubconsciouslyorindirectlysincetheyapplytheirEnglishgrammartohelpingpracticetheirlanguageskills．InFigure4．1，Figure4．2，Figure4．3，andFigure4．4，theparticularrangesoffourstrategiesarerespectivelypresented．Theverticaldimensionindicatesthe 曼!!E!竺!!墨!竺!堡竺!旦!!!!坚!唑frequencyofstrategyUSewithinarangeof1tO5SCOres．everyofwhichshowsthe：degreeofusingthestrategybythesubjects；thehorizontaldimensionshowsthe“rangeof1to5scores．Ingeneral，the．∞oresrisegraduallyfromtheonescorepeal【andfallgraduallytothefives00∞peak,whichformsasymmetricalbell-shaped：calwe．Therefore，theuseoffourstrategiesisrespectivelyapproximatelyinthe．’normaldistribution，whichindicatesthatthesubjectsbehavedorperformednormally．Onthismeasurc．AccordingtoTable4．2andFigure4．5，themeanscoreofCSI_GMSLGASI_G．andssLGisrespectively3．062,2．764．3．203and3．081．ThesubjectsinthisstudyuseASLGmostfrequently,CSLGandSSIJG。mo坤frequently,MSLGleastjfrequently．．111cdescendingorderoftheirmeanscoreismanifestedas"ASLG>SSLG"CSLG>MSLG”．Table4．2OverallFrequencyofStrategyUseinEGL$StatisticsOverallCSLGMSLGASLGSSLGValid120NMissingO0O0OMean3．0283．0622．7643．2033．081Std．Deviation．5∞．529．619．656．584Min山m1．461．2351．2∞1．3751-286Maximum4．504．2944．5005．咖4．714Table4．3showscorrelationsbetweenthefoal．categoriesofEn班shgrammar-learningstrategies．Thecorrelationsbetweendifferentvariablesare：positive-correlation，negativecorrelationandzero／nocorrelation．PositivecorrelationindicatesifvariableAisincreasing,variableB·isincreasingaccordingly．NegativecorrelationmeansifvariableAisincreasing,variableBisdecreasing．Zeroornocorrelationshowsthatnoregularitycanbedrawnfixrmthetwovariables．ThedegreeofcorrelationisusuallyevaluatedbyPearsonProductMomentofCorrelation 鱼12堡!!!墨!竺!堡塑!里!竺竺i婴!Coefficient(r)，whichisbetween-1．0to+1．0(QinXiaoqing,2003；ZhouYuhua,2005),asthefollowingTable4．4shows．Generally,therearethreekindsoflevels(+++P2ort<-2．theindependentvariablewillbeausefulorsignificantpredictivevariable；ifP—valueislessthan0．05，namety,PO．05)arenotstatisticallysignificant．ThoseresultshaveproventheresultsdiscussedinTable4．6thateitherSSLGorCSLGhavetheclosercorrelationwithEGLO．whileMSLGisleastcorrelatedIoEGL0．Inordertomakethemultipleregressionanalysisofallthe42individualstrategiesandexcludenotstatisticallysignificantindividualstrategies，stepwisemethodhasbeenchosen．Totally,eightstatisticallysignificantindividualstrategieshaveenteredtheregressionmodels,includingitem2,item4，item9(csi矗inTable4．9)，item26似sbGinTable4．10)，item30(AStGinTable4．11)，item39，item40，anditem41(SSLGinTable4．1∞．Table4．9StatisticallySignificantIndividualStrategiesPredicatingEGLOinCSLGDependentMultiplevariableRRSquareAdjustedRSquareF-valueSig．EGI。O．561．315．2969．261．003Predictors：item2，item4,item9BetaIndividualstrategiestSig．Attentiontoform(item2)3403．861．O∞Keyword(item4)．3233．547．∞1Translation(item9)-．253-3．043．003InCsLG"Attentiontoform”(item2，Beta=0．340，P<0．001)and“Keyword”(item4，Beta--0．323，P=O．001)havepositivelypredictivepoweroverEGLO，whichmeansthosewhofocusmoIeattentionorammoreusedtorememberingkeypointsofgralnmarknowledgeintimeoflearningEn班shgrammarCallgetmoreEGLO；while"Translation”(item9,Beta=-0．253，P<0．05)hasnegativelypredictivepOWerOVerEGLO，whichmeansthemorefrequentlystudentsresorttomothertonguetounderstandEnglishgrammar,thelessEGLOtheyget．Theseresultsshowthat 鱼!巴!!!苎!竺!堡!!!里!竺!竺attentionandkeypointscanhelpstudentstomakegreaterprogressinlearninggrammar；theotherwayround,mothertonguewillhinderstudentsintheirlearninggrammar．Obviously,theseresultsaleinaccordancewilhresultsaboutcorrespondingindividualstrategiesofCSLGdiscussedinTable4．7．Table4．10StatisticallySignificantIndividualStrateglesPredicatingEGLOinMSLGDependentMultipleRvariableRSquareAdjustedRSquareF-valueS嘻EGLO．378．143．13518．796．000Prexlictors：item26BetaIndividualstrategiestSi舀Self-regulating(it锄26)．3784．335．咖InMsLGonly“Self-regulating"’(item26，Beta--0．378，PSSLG>ASLG>MSI_GThebiggerdifferenceistheUSeofCSLGandSSLGHPSarelikelytoemploythefourbasicsetsofstrategies．andhaveawiderepertoireoflearningstrategiesanduseaseriesofstrategiesratherthanasingleone’whenengagedinalearningtask(o’MalleyandChamot,2001：169)’whileLPS"employthemonlyweakly,failtomaintainthemconcurrently,orfailtodevelopthemtogether(stern,1994：410-411)．Firstly,IIPSemployCSLGmorefrequently,sinceasStem(1994：411)argues,languagelearningis,tosomeextent，aperceptualandcognitivetask,andgoodlearnersarepreparedtostudyandpractice，andtheyfacellptothelanguageas玉formalsystemwithmlesandregularrelationshipsbetweenlanguageformsandmeanings；theyanalyzethelanguageanddevelopthenecessarytechniquesofpracticeandmemorization；theymonitorthcirownperformanceandreviseitinordertoprogresstowardsanimprovedsecondlanguagecommand；andtheylearntoexcludethefirstlanguagemoreandmoreuntiltheyacquireinternalstandardsofgrmmaticalityandappropriateness．Secondly,IIPSaremorelikelytoemploySSLGinrespectthatgoodlearners-nseekcommunicativecontactandtendtodevelopandusetechniquesofcopingwithdifficultiesincommunicatinginanimperfectlyknownsecondlanguage；theybocomeactivelyinvolvedasparticipantsinauthenticlanguageuse(Stern,1994：411)．Thirdly,HPSmakemoreUSeofASI．JGIbecausetheycopeeffectivelywiththe。emotionalandmotivationalproblemsoflanguagelearning,they啪approachthetaskinapositiveframeofmind,developthenecessaryenergytoovercomefrustrations，andpersistintheirefforts，andtheycultivatepositiveattitudestowardstargetlanguagelearning,ascertainpersonalityandattitudescanpredisposelearnerstowardstheuseofappropriateaffectivestrategies(Stern,1994：412)．Finally,HPSinvolvemoreMSLGinlearningEngLishgrammar；,itstandstol"∞lsonthatHPScallactivelyselectgoals，recognizestagesanddevelopmentalsequences。andactivelyparticipate_inthelearningprogress(Stern,1994：411)． l"ahie4．13埘ftelt-elmc．1bintheIJ∞ofEGLsbetween珈PsandU陷IndependentMean$ig．variablesGroupNMcanDifferencet(2-tailed)HPS303．477CSLG．686U)S332．79l5．094．O∞麟303．083MSLG．伽2．688舢U，S332．603HPS303．371ASLG．5573．355．001U，S332．814HPS303．538SSLG．6043．485．001U"S332．933Astoindividualstrategies．inTable4．14,I-II"SIISIe27individualstrategies(includingiteml，2，3，4"5，6，7，8，12，13，14，15，16，18，20，26，27，29,30,31，32,34,35，38,39,41，and42)inorefrequentlythanLPSattlaestatisticallysignificantlcvelp3．5，Psocialstrategies>cognitivestrategies>metacognitivestrategies”．EachoffourcategoriesofEngUshgrammarlearningstrategieshasverystrongcorrelationwiththeoverallstrategy．Forlearninggrammar,cognitivestrategies，metacognitivestrategies，affectivestrategiesandsocialstrategiesarenotindependentbutdependentononeanother；,thecorrelationsbetweenthemaremoderatelysignificant．Besides，metacogniliveslrategieshavethestrongestcorrelationwithSSLG；namely,theircorrelationsareobviouslysignificant． 里!!￡竖!垡!!!!堕竺(2)Forlearninggrammar,cognitivestrategies，metacognitivestrategies，affectivestrategiesandsocialstrategiesandtheoverallstrategyhavegenerallysignificantandpositivecorrelationswithEnglishgrammarlearningoutcomes．SocialstrategieshavetheclosestcorrelationwithEnglishgrammarlearningoutcomes,whicharefollowedbycognitivestrategies；affectivestrategiesarethethird,while，comparatively,metacognitivestrategiesareleastcorrelatedtoEnglishgrammarlearningoutcomes．(3)TheoverallstrategyforEnglishgrammarlearninghasmoderatelysignificantlyandpositivelypredictivepoweroverEnglishgrammarlearningoutcomes,andthepredictivepowerislimited；amongfourcategoriesofE哪ishgrammarlearningstrategies，statistically,onlycognitivestrategiesandsocialstrategieshavepositivelypredictivepoweroverEnglishgrammarlearningoutcomes．MetacognitivestrategieshavenegativelypredictivepoweroverEnglishgrammarlearningoutcomes,butmetacognitivestrategiesarenotstatisticallysignificant．AlthoughmetacognitivestrategiesandaffectivestrategieshavenotsignificantlypredictivepoweroverEnglishgrammarlearningoutcomes,“Self-regulating"inmetacognitivestrategiesand“Confidence”inaffectivestrategiesarercpoq"tfdtohavesignificantlyandpositivelypredictivepoweroVefEnglishgrammarlearningoutcomes．(4)High-proficiencystudentsemploycognitivestrategies，metacognitivestrategies，affectivestrategiesandsocialstrategiesforlearninggranlmarrespectivelymorefrequentlythanlow-proficiencystudents．Thebiggestdifferenceistheuseofcognitivestrategl鼯，then，socials妇tegles,next，affectivestrategies，andlast,metacognitivestrategies．IntimeoflearningEnglishgrammar,thedistinctcharacteristicsofhigh—proficiencystudentsaresummarizedthattheyareoftenabletobepreparedforEnglishgrammarknowledgeaccordingtotheirneeds，focustheirattention，actively岫rememberkeypointsofgrammarknowledge，restructureandgrasptherules011thebasisoftheirunderstandingthem,inducegrammarrulesanduserulestoproduceorunderstandEnglish,correctgrammaticalerrorsandlearnfromerrors，1．1seacquiredgrammarknowledgetofacilitatereadingandwriting,linknewinformation Q!￡竖!垡!壁坚!塑tOpriorgrammarknowledge,understandandusegrammarknowledgeinsomecontexts,askforhelpwhentheymeetdifficultpointsofEnglishgrammar,showapositiveattitudetolearningEnglishgrammar,buildtheconfidence，loweranxiety,regulatetheirownemotions，helpothers，paytittleaUentiontogrammaticalregulationinorderforfluency,andmonitortheirexpressionsinorderforgrammaticalaccuracy．5．2PedagogicalImplicationsThefindingsofthisstudysuggestsomeimpficationsforteachingandlearningcoilegeEnglishgrammarofEnglishmajors．Firstofall,inthepresentstudy,theoverallstrategyisusedsometimesbyEngiishmajorssothatteachersshouldhelpstudentstoimprovethefrequencyofthe‘overallstrategyuset0someextentthatstudentscanbeoftengoodatusingstrategiesintheirlearningEnglishgrammar．Itisnecessaryforteacherstoexplainthepurpose‘andutilityofEnglishgrammarlearningstrategiesinordertomakestudentsattach"．importancetOEnglishgrammarlearningstrategies,then,teachersintroduceand-*describetheinformationaboutEnglishgrammarlearningstrategies，andmodelthesestrategiesbyactuallyperforminggralnlnarlearningtasksinsoastomakestudentsacquaintthemselveswithallkindsofEnglishgrammarlearningstrategiesandtheirtUSe．Secondly,inthisstudy,forEnglishlearninggrammar,cognitivestrategiesandsocialstrategiesnotonlyhavemoresignificantandpositivecorrelationswith’Englishgrammarlearningoutcomes．butalsohavepositivelypredictivepoweroverEnglishgrammarlearningoutcomes．Teachersshouldencouragestudents，especiallylow-proficiencystudents,tousecognitivestrategiesandsocialstrategiesasmuchaspossiblebecausethisstudyhasreportedthatthemorefrequentlystudentsusecognitivestrategiesandsocialstrategies．themoreEngiishgrammarlearningoutcomestheyareabletOget．Forexample．teacherstrytoencourageslow-proficiencystudentstoattendtolanguageform,concernpracticeandcommunicationormeaning,linknewinformationtopriorknowledge，actively 兰!!匹竺!垡型!!!竺involveingrammarlearningandbeawarcofthelearningprocess,bemorcflexibletoUSCstrategiesinaccordancewithtaskrequirements，avoidusingmothertongue，andcoilcemielTOrcorrectionandfeedbackintheirlearningEnglishgrammar．AlthoughmetacognitivestrategiesandaffectivestrategieshavenotsignificantlypredictivepowerOVI：I"EnglishgrammarlearningOUtCOmCS，afterall,they眦generallysignificantlycorrelatedtoEnglishgrammarlearningoutcomes,whichshowsmetacognitivcstrategiesandaffectivestl-atcgiesplayimportantandinarguablerolesinstudents’learningEnglishgrammarbccausctlacyindirectlyinfluencelearningactivities．Thus，teachersshouldprovidestudentsrepeatedopportunitiestopracticethem∞SOIIICtasks．Forexample。teachersadvisestudentstoaskforhelpwhentheymeetdifficultpointsofEnglishgrammarandgraduallybuildtheconfidenceinlearningEnglishgrammar．Anyway,teachersshouldintendtomakenotonlycognitivestrategiesandsocialstrategiesbutalsometacognitivestrategiesandaffeetivestrategiesbecomepartsofstudents’proceduralknowledge．Thirdly,teaelaersshouldbellwarl：andemphasizethattheycouldprovidestrategies-basedinstructionofgrammartostudentsasapartofEnglishcurriculumandfindwhatkindsofstrategies眦usefulandeffectiveforstudentstolearngrammar．Thus,asfacilitatorsoflearning,teaelacrs啪laelpstudentsselectandbecoillcproficientintheUSCofeffectivegrammarlearningstrategies,andasJonescta1．(1987：56)haveindicated，teacherstrytochangestudents’attitudesabouttheirownabilitiesbyteaelaingthemthattheirfailuresCallbcattributedtothelackofeffectivestrategiesratherthantothelackofabilityOrtolaziness．Therefore，EnglishgrammarlearningstrategytzainingCallnotonlybebeneficialtoreachingthefinalgoalofgrammarlearning,whichistocultivategl"ammal"competencethroughlearninggrammarknowledgeorproceduralknowledgethroughlearningdeclarativeknowledge，butalsotodevelopstudents’learningabilitythatisvitalforstudents’learningatschoolandCV"I}IIlifelonglearning．Besides．inthisstudy,students僻e“Inductionanddeduction”atthemediumlevel,thatis，studentssometimesinducegrammartalcsanddeductivelyUSerulestoproduceOrunderstandEnglish；thisstrategyhasgenerallysignificantandpositivecorrelationwithEnglishgrammarlearningoutcolilCs．Accordingly,cognitive 曼!121111垡型!堕竺approachesaresuggestedapplyingtoteachingEnglishgrammar．Oneisthedeductiveapproachorexplicitlyteachinggrammar；teachersshouldteachstudentsrulesandgivethemspecificinformationaboutEnglish,thenhavethemthenapplytheseruleswhentheyuseEnglish．Theotheristheinductiveapproachorimplicitlyteachinggrammar；teachersdOnotteachstudentsgrammaticalorothertypesofrulesdirectlybutleavethemtodiscoverorinducerulesfromtheirexperienceofusingEnglish．Studentsalsouse“Fluency"and"Accuracy"’atthemediumlevel；namely,theysometimespaylittleattentiontogrammaticalregulationinorderforfluencyandmonitorexpressionsinorderforgrammaticalaccuracy；thesetwostrategieshavegenerallysignificantandpositivecorrelationwithEnglishgrammarlearningoutcomes．Huencyandaccuracya聆alliesnotenemies．andgrammarand-communicationarecomplimentarysincetheyshapeandinfluenceeachother,andinternalizedgrammaticalknowledgewillenableeffectivecommunication，and,interactiontotakeplace．Hence，communicativeapproachcanbeusedtoteachEnglishgrammar；,teachershelpstudentstonoticeandstructurebyfocusingOnspecificformsandmeanings，andguidestudents’ownattentiontogrammar搴nd，designgrammarlearningtasksthathelptoteachstudentstheskillsofEnglish,suchasreading,speaking,listeningorwriting,inorderforthemtOutilizegrammarfortheirowncommunication．Finally,teachersguidestudentstohaveproperandpositiveattitudestowardslearninggrammar,andinstructthemtolearnEnglishgrammarnotonlyautonomously,butalsocooperativelywiththeaimthatlearninggrammarisbettertofacilitatestudents’skillsoflistening,speaking,readingandwriting,andaccordingly,helpstoimproveEnglishproficiencyOUthewhole．5．3LimitationsofThisStudyandSuggestionsforFurtherResearchThisstudyisconstrainedbytime，personnel，andfundsothatthesampleofsubjects，researchinstrumentsthemselvesandtheirperformancesarenotsatisfactoryenoughtogetresearchresultswideranddeepenFirstly,inthisstudy,thesubjectsaIelimitedto120sophomoreEnglishmajors； 壁12t旦!!"舳垡!!!竺andthesampleisnotlargeenoughtorepresenttheholistiestateoflearningEnglishgrammarinChina．so,inthefutureresearch,permittedbytime，personnel，andfund,allEnglishmajorsofthisuniversityandothercollegesoruniversitieswillbeinvitedtoparticipateinthisstudy．Secondly,inthisstudy,thequestionnaireandtheinterviewareusedtoinvestigatestudents’Englishgrammarlearningstrategies．Theresultsfromthequestionnairealmostrelyonstudents’sensoryresponses，andmayreflectonlythestateofthestrategyusereportedbystudentsthemselves，andtheresultsmayarenotentirelyconsistentwiththestateofstudents’actuallyusingstrategies．Owingtotheauthor"slessskillfulandeffectiveinterviewtechniques，theresultsfromtheinterviewarenotadequatdyrealisticandsystemizedbecausestudentsarelikelytorespondsubjectivelyandoptionally’andevenkeepbacktheirtrueideas．Inaddition,thestudentsinterviewedarelimited．Thus,observation,think—aloud,verbalreportordiaryshouldalsobeneededinthefutureresearch；molestudentsshouldbeaidedtotheinterviewandtheauthor"sinterviewtechniquesshouldalsoimprovedskillfullyandeffectively．Thirdly,inthisstudy,students’EnglishgrammarlearningoutcomesareassessedbyonlyoneEnglishgrammarachievementtest．Besides,students’proficiencyinlearninggrammarisrelatedtostudents’reading,speaking,listeningorwritingtogao／neextent．inthefuture／"esearch,students’EnglishgrammarlearningoutcomesshouldbedeterminedbyseveralEnglishgrammarachievementtestsandsomeproportionsofstudents’integratedEnglishachievements．Finally,thepresentstudyistoinvestigatelearningstrategiesusedbyEnglishmajorsingrainularlearning．EnglishgrammarlearningstrategiesaresobeneficialtolearningEnglishgrammarthatanotherfutureresearchishowtocarryoutEnglishgrammarlearningstrategytraining,whichcon姗showteacherspresentstrategiestostudentsandexplainthebenefitsstudentswillderivefromusingthem,howteachersprovidestudentswithopportunitiestopracticestrategiesonavarietyoftasks，howteachersinitiatestudentstoevaluatetheirownstrategyu∞，howteachershelpstudentsexpandtheirstrategyusebeyondtheclassroom．弛Inspiteoflimitationsofthisstuay,itisexpectedthatthisstudycanshedsome 竺!!坐!!生!型堕塑lightonteachingandlearningcollegeEnglishgrammarofEnglishmajorsandgivesomeguidancet0furtherstudyoilEnglishgrammarlearningstrategies． 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AppendixIEnglishGrammarTest▲Decidewhetherthefollowingstatementsaretrueorfalse(10％11．Anounphrasemustcontainatleastonedeterminer．2．Acomplexverbphraseisonewherethem血verbisprecededbyoneormoreauxiliaries．3．Intermsofword-formation,words锄bedividedintotwomaingroups：open-classwordsanddosedclasswords．4BelongisoneofthestativeverbswhileHavebelongstothedynamicverbs．5．1hcverbTastemayfallintoallthethreeverbclasses：transitiveverb8。intransitiveverbsandlinkingverbs．6．Dis03ugseorientedmodalauxiliariesgofreelywithProgressiveandPeffeetiveaspe圮"ts．7．Asentenceisagrammaticalunitthat啪beendlessinlengthbutit啪alsoberealizedbyasinglemorpheme．&Someisadeterminerthat啪gowithallthreeclassesofnouns,thatis,singularcountablenolms，pluralcountablenounsanduncountablenouns．9．nesentuncepattem(clausestructure)SVOCaccountsforthesentence“Heaskedmetogotogetherwithhimfortheconference"．10．弧eauxiliarydiffersfromthemainverbinthattheformerisacontentwordwhilethelatterisafunctionword．B．Choosetheonethatbestcompletesthefollowingsentences(50％)1。I"llmakesurethateverythinginorder．a．isb．willbec．shallbed．hasbeen2．Itwas1491Columb璐___discoverAmericaninthefollowingyear．巩wasgoingtob．wouldC．Wastod．Wasaboutto3．11liswasn’tthefirsttimeJ0hntotravelinthisstrangefashion．87 当!堡!!!!a．hadtriedb．WaStryingC．haStriedd．hadbeentrying4．Herteacherwasbomin__townofWilliamson．a．ab．／c．thed．that5．WcinFrancenOW,buttheflightWaSputoff．a．weregoingtobeb．wouldbeC．shouldbe正weretohavebeen6．Wehavedonemuch_．．_withhiscompany．a。conlmerceb．businessc．businessesd．enterprise7．Heate__．themountthatIdid．a．twiceb．morec．thosed．fewer8．Ofparticularinteresttovisitors_thelargernumberofbookstoresinmajorcitiesthatsellbooksindifferentlanguages．乱havebeenb．areais正were9．1wishItOrepairit．Ionlymadeitworsf．a．didnottryb。wouldnottryc．hadnottriedd。hasnottried10．Thatthecase，wehavetotakesomechangesinourplan．a．isb．WaSc．beingd．hasbeen11．Everytimehewasnshewouldlendhimahand．a．introubleb．inthetroublec．introublesd．inthetroubles．12．NooneWaSabsentfromthemcetin舀?扎waSheb．weren’thec．weretheyd．weren’tthey13．卫lcassignedworkwilltakeweeks．a．theotherfiveb．anotherfivec．otherfived．themore14．NeithersleetnorsnowfromdrivinghisnewMercedas-Bcuz．乱weretostopb．Wastostopc．Wasstoppingd．werestopping15．Seldom——himflyintosucharagesinceIknewhim．a．Isawb．Ihavesawc．haveIseend．hadISeen16．Hismother’Sgoingawaylefthimcompletely．_．．．_￡乱atalossb．atlossc．atthelossd．atlosses17．WhentheshipWaSsunk,allthepeopleonboardwerelost,∞eofthem．a．allb．eachc．eitherd．every18．Areyougoingtobuyrice?88 业!!!a．alltheseb．theseallc．allthisd．thisall19．In1948，HarryTrumanWasre-elected__．presidentoftheU．S．tothegreatsurpriseofallthosewhohisdefeat．a．站predictedb．the；hadpredictedc．|；hadpredictedd．^predicted20．I’mdeterminedthatmyson___haveabetterstartthanIdid．a．shallb．canc．mustd．will21．It0informyouofthenews，butwaspreventedfromdoingSO．a．meantb．hadmeantc．havemeantd．wasmeaning22．WhichofthefollowingisnotapossibleEnglishsentence?a．Don’tmakeapigofyourselfb．HeWaSbesidehimwithjoyc．Shealwaysconductsherselflikealadyd．Hebehavedhimself胁lywell23．Bakerfeltmth盯髂hewastheonlypersonwhoworesportswearatthedinnerparty．孔inplaceb．outofplaceC．inthewayd．outoftheway24．1wouldn’t饥辩一judgment．a．anyone"sb．anyone"selsec．anyoneelse"sd．anyone25．—————roadoutofthetownwasgoodenough．也Allb．Sonicc．Anyd．Neither26．Workisanindispensablepartof．．．—．．Ja．successb．asuccessc．suc℃essesd．theSUCCESS27．HeWasnottoadmitthatinpubHc．a．enoughmanb．amanenoughc．enoughamand．manenough28．Alltheirbelongings，togetherwiththeremainsoftom-upnewspapers，scatteredoverthecarpets．乱liedb．1ainc．fie正lies29．Nothingleftbuta_ofgrapes．a．1umpb．piecec．bundled．bunch30．Youradvicethatshetillnextweekisreasonable．乱waitb．willwaitC．isgoingtOwaitd．waits 生苎!!!：31．WehadmrainfaUslastsummer．a．toomuchb．1ittlec．alittled．onlyseveral32．JaneWaSthinkingofgoingabroad．．．．．．．hasfoundfavorwithherparents．a．Theideaofherb．Theideaofhersc．natid∞ofherd．曲atideaofhers33．1hencwplayhastakentllepublic．扎thefancyofb．afancyofc．thefancytod．afancyto34a麟havebeenreported．a．Suchn哪b．Suelasomec．Fewsuchd．Somethese35．Heantieipatcd，a．tOinviteb．tobeinvitedc．beinginvitedd．inviting36．Hehasdevotedhislifedisabledpeople．a．tOhelpingb．tolaelpc．helpingd．help37．TheymadehimmoftheStudentUniona．achailmanb．tobechairmanc．beachairmand．chairman38．TheGreatWailistheplacealmostalltouristswouldliketovisitwhentheyCOIIIIIetoChina．a．whereb．ofwhielac．inwhichd．wlaiela39．I"dratheryourightflOW,a．gob．wentc．aregoingd．havegone40．audieneewereboys．a．胱theb．nehalfc．Theirhalfd．IIalfa41．Baconandeg笋commonSundaybreakfastinEngland．a．is粗b．arcthec．isad．are42．itis，tellhimIneedtohavearest．a．Wlaencverb．Whefcvcrc．Whatevefd．Whoever43．WhyistheretrafficOnthestreetsinFebruaryinMay?a．1essb．fewerc-fewd．1ittle44．1wouldn’tobjectto．∞皿equestions．乱askingb．beingaskedc．askd．beasked45．OurspecialthanksduetoMr．Wangfortheexcellentorganization． 业坐乱isb．a∞c．willbed．shallbe46．Itwaswhentheirhousehadbeenburiedinsnowsomeideasabouttheseriousnessofthesituation．a．that也cybadb．hadtheyc．thatdidtheyhaved．didtheyhave47．ItWaSunusualfortlaere．msofewstudentsintheclassroom．a．beb．tobeC．beingd．a∞48．It’sunbelievablethathebeworkingSOhard．a．shouldb．wouldCohastod．must49．Hawaiih醛；a．toomany$UmlnCisb．toomuchsummerColongsulnmCl"d．muela$ummcr50．HeisthanJohn．乱lmOrlopoetb．1llOreofapoetc．poetenoughd．enoughofapoetC．Errorsfinding(20％)1．Everychangeofseason,everychangeofweather,indeed；everyhourofthe·day,producesomcchangeinthemagicalhues柚dshapesofthese．mountains．2．Althedeparture,ghetolltmethatslacwouldCOlllqeto毗me"wlacnshehadvisitedChina．3．、；VhcnreportscameintoLondonZoothatawildpumawasspottedforty-fivemilessouthofLondon,theywcrclaottakenseriously,but．鸥theevidence’begantoaeeUlnUlate,expertliomtheZoofeltobligedtoinvestigate，fortlaedescriptionsgivenbythepeoplewhoclaimedtos∞tlaepumawereextraordinarilysimilar．4．Tomyknowledge，theplaywaswellwritten,butthedramaticsoftheperformancewassecondrate．5．Itishighlydesirablethateveryeffortwillbemadetoreduceexpenditureandthateverymemberofthestaffwilleconomizewhereverpossible．6．nisunthinkablethathehasmuchinorcproblemsthanheusedto．7．Beaseriouscrisestoarise,thegovernmentwouldhavetoactswiftly．8．Ifyouparachutewouldfailtoopen,yoursecondoncwillopen 生堡!!竖automatically．9．Assuringthesovereignty,theforeignshipsarenotallowedtofishonourterfitorialwater．10．Thehousebeingbuiltofstoneswasoncousedasawarehouse．11．Don’tmakethatnoisycomplaintanymore．Everyonehereisfedupagainstyourgrumbling．12．Onhearingthedeathofhisfather’s．wesentoursympathyatoncc．D．Puttheverbsinthebracketsintoproperforms(10％)DearPeter,Youbyanychance．．___Omow)whereBobis?I(1ike)tofindoutbecauseIjust__(hear)ofajobthatexactlyIsuit)hinl，,butffhe_．．．(notapply)fairlysoon,ofcoursehelnotget)it．Ilast(see)himaboutamonthago,whenhejust(1eave)hisjobwiththefilmcompany．He(say)he(go)tOFranceforaholidayand___(promise)tosendmeapostcardwithhisFrenchaddressass∞n勰he_(find)aplacetostay．ButI__Omr)nothingsincethenand．___(notknow)evenwhetherhe__gotoFranceornot．Ifyou(know)hisaddress，Loc)verygratcfulyou_．__OhonOme．I(仃y)tophoneyouseveraltimesbutyourphone(notseem)tobeworking,Yours,JackE．Talkaboutthesemanticdifferencebetweenthefollowingpair(10％)a．Sheisgoingtobec锄csomethingoneday．b．SheistobecomesomethingODeday． 垒I型!堡AppendixII英语语法学习策略调查表您的姓名——性别——年龄您填写的所有信息会为您保密，谢谢您的支持和合作!本调查表的目的是调查您的英语语法学习策略的使用情况，一共有42个陈述，请您判断这些陈述与你自己的实际情况相符合程度，每个陈述后面有量三一筮3，4，s五个数字。每个数字代表一种情况，请您用圆圈或者对勾选择其中的一种情况．选1表示“该陈述与我的实际情况宝全丕签金”选2表示“该陈述与我的实际情况逗堂丕签金”选3表示“该陈述与我的实际情况直吐签金”选4表示“该陈述与我的实际情况通鲎签金”1我总是根据需要去预习英语语法知识123452在学习英语语法中我集中注意力123453在学习英语语法中我积极思考123454在学习英语语法中我善于记要点123455在学习语法中我善于利用图表，图画等去理解语法规则l23456我注意在理解基础上学习和记忆语法规则123457我注意归纳总结学过的语法规则，并运用规则举一反三l23458在使用英语时我注意发现和纠正语法错误，从错误中学习123459必要时我借助汉语知识来促进对英语语法知识的理解1234510我注意通过音像资料丰富自己的语法知识学习1234511我经常使用英语语法参考资料1234512我注意利用记忆规律提高记·l乙语法知识的效果l234513我注意利用英语语法知识去辅助英语阅读理解，写作等1234514我注意观察分析英语文章中出现的语法现象并对其总结1234515我注意把新学的语法知识和学过的语法知识联系起来1234516我经常借助情景和上下文去理解和运用语法知识1234517我注意借助简写，关键词，符号等对语法知识做笔记12345 垒里堡!!堡18我有明确的英语语法学习目标1234519我经常制定英语语法学习计划1234520我注意了解自己在学习语法中的进步与不足1234521我积极探索适合自己的英语语法学习方法l234522我经常与老师和同学交流学习英语语法的体会1234523我积极参与课内外的英语语法学习活动，比如语法讲座1234524我尽量通过多种渠道学习荚语语法1234525我善于把握舜口创造学习英语语法的机会1234526我在语法学习中遇到疑难时积极寻求帮助1234527我经常评价自己学；／ii-,；-k的效果，总结学习语法的方法1234528我有意识地培养学习语法的兴趣1234529我对学习语法有积极的态度1234530我逐步树立学习语法的信心123453l我在学习语法中努力克服焦虑心理1234532在学习语法中我经常鼓励别人1234533我注意理解和照顾他人的情感1234534我注意调整自己在语法学习中的情绪l234535在语法学习中，我乐于向同学提供帮助1234536我积极将所学的语法知识运用于交际中1234537我会要求老师和同学对某个语法知识再解释，举例说明1234538我经常扣同学交流讨论所学的语法知识1234539我经常和他^合作共同解决某些语法难点l234540在荚语交际中，我把注意力集中在意思的表达上123454l在英语交际中我能克服语法的规约，维持交际的流利性1234542在英语交际中我适度监控语言表达的语法准确性12345 生堡!!堡AppendixIII英语语法学习情况调查问题提纲1．请谈谈在中学阶段的英语语法学习中，你是否打下了良好的基础?2．在大学中，你通常怎样学习英语语法?请具体说明你的做法。3．在大学中，你如何制定学习英语语法的计划?请具体说明你的做法。4．请谈谈你是如何评价自己学习英语语法中的进步?以及如何总结和反思语法学习中的不足之处?5．在你遇到语法的疑难点的时候，你通常怎么去解决?(比如自己查资料或者与别人讨论等等)6．在学习英语语法中，如果你心里出现焦虑感或者忧虑的情绪，你是如何面对的? 攻读学位期间的研究成果发表的论文：【1】陈兆军．2006．对研究英语专业本科生英语语法学习策略的认识．南昌大学学报(人文社会科学版)增刊。V01．37：203．204．【2】陈兆军，陈建春．2006．高校英语专业本科生英语语法学习策略的实证研究．文教资料，9：117-118．【3】陈兆军，孙立娟，张爱萍．2007．以学生为中心的大学英语阅读教学．高等教育与学术研究。5：144-147．其他研究成果：陈兆军(主持负责人)"陈娟．中国高职学生英语学习观念与策略研究．2007年江西省研究生创新课题研究项目之一，南昌大学研究生创新专项资金资助，项目编号：YC078002． 中国英语专业学生英语语法学习策略的实证研究作者：陈兆军学位授予单位：南昌大学相似文献(2条)1.期刊论文陈兆军.陈建春高校英语专业本科生英语语法学习策略的实证研究-文教资料2006(27)本研究采用定量分析的方法,调查了英语专业本科生使用英语语法学习策略的情况,结果发现:(1)根据使用频率,学生在学习语法时依次使用情感策略,社交策略,认知策略和元认知策略;(2)语法学习策略与语法学习成绩呈现一般显著性正相关;(3)高分组和低分组学生在各类语法学习策略使用上都具有显著性差异.2.学位论文张丽平计算机辅助语言学习对英语语法教学影响的研究2008作为一名高中英语教师,我经常听到学生们抱怨他们在英语学习中感到语法学习有许多困难,是学习的难点。那么,我们老师该如何更加有效地去教学生学好英语语法呢?我想到了利用计算机辅助语言学习手段去辅助英语语法教学。众所周知,信息时代的到来,就意味着教学方式和学习方式的改变。现在随着先进技术的不断发展,计算机已经深入到教育领域.由于信息技术对人类社会和教育的冲击和影响,计算机辅助语言学习在外语教学中已经成为一种趋势。简单的教学手段,如书本、黑板、粉笔和录音机已经落后于时代了。我的论文主要探讨的就是计算机辅助语言学习方法对中学生英语语法教学成就的影响。主要体现在计算机辅助语言学习是否有助于学生英语语法学习?这种新的教学手段能否加强语法教学、补充传统英语语法教学的不足?学生对这种新的教学方法感兴趣吗?以前虽然也有许多关于这方面的研究,但是结果都不够连贯,而且研究也很有限,这就是我为什么选择这个方面的内容来进行研究的原因之一。针对上述研究目的,本项研究以建构主义学习理论为基础,以本溪市第一中学106名高中生为研究对象,分两组：一组以计算机辅助学习为手段,54人；二组以传统方式：教师主导英语课堂学习,52人。通过问卷、课堂观察、语法测试和采访四种方法来采集数据,定性和定量相结合的研究方法更加进一步解释了这篇论文中的数据。在本篇论文中,总共有六章,可划分为三大部分：第一部分包括本文的简介,背景和以前学者在该领域的部分研究。第二部分包括本论文的研究方法,数据收集和数据分析。最后一部分是本论文的结论和一些相关的思考及研究局限。主要研究结果归纳如下：●计算机辅助语言学习是一种有效地学习英语语法的方法。●计算机辅助语言学习能有效地激发学习者学习英语的兴趣和自主性；●计算机辅助语言学习方式能够提高高中生英语语法学习成绩,并能有效的补充传统语法教学方法的不足。●计算机辅助英语语法学习手段引起了高中生极大的兴趣。以上研究结果表明,计算机辅助语言学习在中国这一环境下能有效地推动学习者学好英语语法,对英语教学有很大的帮助.因此许多具体实施问题值得进一步研究。本文链接：http://d.g.wanfangdata.com.cn/Thesis_Y1237959.aspx授权使用：吕先竟(wfxhdx)，授权号：c9e00d3a-49dd-4037-803c-9e9c00d5a416下载时间：2011年3月4日过滤器http://www.wxynt.com/