The Investigation of the English Grammar Learning Strategy of High School Students in China

Abstract

The article conducts a questionnaire survey and interview on the students in a high school in Hubei Province of China. The result indicates that the level of high school students’ grammar learning strategy is low. Among the three factors of grammar learning strategy, the cognitive strategy ranks first, then the meta-cognitive strategy and social-affective strategy. And the grammar learning strategy is not correlated with English grammar achievement. The research result demonstrates that there is great difference between female students and male students in English grammar strategy using and grammar score. This outcome is conducive to knowing better about high school students’ condition of grammar learning strategy using, and supplying some reference for enhancing the high school English teaching efficiency.