Abstract

In recent years, studies on English language teaching and learning have developed rapidly. Meanwhile, people begin to realize that the use of language learning strategies plays a significant role in language study, as strategies can be applied into almost all the teaching or learning tasks, such as Cloze Test which is one of the most frequently used and important tasks in English examinations in China. 

This study aims to probe into the following problems: first, what kinds of learning strategies are used most frequently by senior high school students; second, the differences between high-achievers and low-achievers with regard to the use of learning strategies. Senior Grade One students from Suzhou NO.3 Senior High School participated in this research. The data were based on a survey of 78 students’ use of learning strategies in doing Cloze Test by means of an interview and a questionnaire. 

The major findings are summarized as follows: Firstly, generally speaking, the level of the subjects’ use of strategies is not high, reaching a medium level. The most frequently used language learning strategy is affective/social strategy, followed by cognitive strategy, while metacognitive strategy is the least used. Secondly, there exists significant difference between high-achievers and low-achievers in terms of language learning strategy use. Compared with low-achievers, high-achievers use more strategies and they can resort to learning strategies more frequently than low-achievers. This indicates that the use of learning strategies plays a significant role in students’ academic performance.

Based on the above findings, the researcher draws some implications for both language learners and teachers to better improve performance in doing Cloze Test. For example, teachers should provide students with more training on learning strategies, and help students cultivate their awareness of the use of learning strategies.

Keywords: learning strategies, Cloze Test, Senior High School students

Contents

Abstract

中文摘要

Chapter One Introduction-1

1.1 Background and Need of Study-1

1.2 Purpose and Method Briefing-2

1.3 Organization of the Thesis-2

Chapter Two Literature Review-4

2.1 Key Term Definition-4

2.1.1 Definition of Cloze Test-4

2.1.2 Definition of Learning Strategy-4

2.2 Theoretical Foundation-6

2.2.1 Theoretical Foundation of Cloze Test-6

2.2.2 Classification of Learning Strategies-6

2.3 Related Studies-9

2.3.1 Studies of Language Learning Strategies-9

2.3.2 Studies of Cloze Test-10

Chapter Three Methodology-11

3.1 Research Questions-11

3.2 Setting and Participants-11

3.3 Instruments-11

3.4 Data Collection and Data Analysis-12

Chapter Four Results and Discussion-14

4.1 Learning Strategies Used by Senior High School Students in Cloze Test-14

4.1.1 Cognitive Strategies Used by Senior Grade One Students in Cloze Test-14

4.1.2 Metacognitive Strategies Used by Senior Grade One Students in Cloze Test-16

4.1.3 Social/Affective Strategies Used by Senior Grade One Students in Cloze Test-16

4.2 The Difference between High-achievers and Low-achievers in the Use of Learning Strategies-17

Chapter Five Conclusion-21

5.1 Major Findings-21

5.2 Implications-22

5.3 Limitations of the Study and Suggestions for Improvement-23

References-24

Appendix A: Interview Questions-26

Appendix B: Questionnaire-27

Appendix C: Cloze Text-28