College English Learning Strategies Research and Training Practice Effect

Abstract. This paper aims to study English learning strategy training on student achievement and strategies used in English levels. The author of Xi'an Jiao tong University， 124 non-English majors conducted two-year strategy training. The experimental group before and after training the students 'English level of achievement and strategies to use to compare with the control group， the results showed that： strategy training helps to improve student achievement， but not a comprehensive strategy to improve the students' level of use. Strategy training for students to use learning strategies situation has a certain influence， but not determine the level of learning strategies using the key factors， especially those directly related to the process and learning strategies. Students' motivation for their learning strategies is truly happy to be applied to the learning process to have the most significant impact. The article also puts forward some Suggestions on future strategy training.

Key words： English； Learning Strategies； Training Practice； Effect

1. Introduction

A learning strategy is learners to learn the language well in special methods and means used in the process of learning， is the key to autonomous learning and effective learning. Over the years， foreign language pedagogy research has been stuck in how to teach on. In fact， figure out how students learn is the one source of the country. Although students may use their own learning strategies， but teachers can help students master them more efficiently. Strategy training can make the language learning process more meaningful to help students understand the various learning methods and the establishment of cooperative relations between teachers and students， so that students are fully capable of eventually dominate the whole process of their own learning.

From the 1980s to now， many experts conducted sizes ranging from learning strategy training. In 1980， Cohen and Apestudents had conducted a number of Israeli short-term strategy training. Bialystok， 1983， which is for 10 French as a second language student in grade two tests have been carried out， trying to find out to improve students' ability of guessing meaning in context. 1985 O'Malley waits for 75 intermediate learners of a second language vocabulary learning strategy training. 1990 O'Malley also investigated the strategy training on listening and speaking skills of learners. 1996 Cohen and Weave to SBI （Strategies-Based Instruction） opened to students in the form of 32 hours of training courses. After decades of practice， and gradually accumulated a lot of effective strategy training methods. In some experiments， strategy training and achieved good results， but also a considerable part of the experiment did not achieve the desired objective [1].

China's foreign language learning strategy training began in a small number of universities； usually take the form of lectures or short-term intensive training， and training on the policy to go into foreign language teaching is still relatively rare. Research strategy almost no training effect. This study integrated the existing strategy training experience， using the strategy awareness training and specific skills strategies， namely language skills training combined into one， training curricular and extracurricular training using a combination of methods to investigate： 1） English Language Learning before and after training in the strategic use of English learning strategy dynamics； 2） through strategy training can improve learners' academic performance.

2. Listening strategy training

In teaching practice， many students also reflect the "can understand， but cannot remember"， both unable to complete the exercises， cannot repeat them here. How to effectively transfer to short-term memory long-term memory， Oxford gives some memory strategies. I learn from them two， multimedia teaching design.

2.1 The use of images

As we all know， the image of a strong visual effect， but also easy to remember， so I will be listening material accompanied by pictures， while discharge hearing， while showing pictures. It's suitable for long conversation and passage of practice. Generally a practice to attach 1-3 pictures， images， too much will distract the attention of the students listening exercises. Straightforward images can effectively help students understand and remember long dialogue and discourse， through this activity， students will listen longer material gradually learn a proper outline， and thus enhance memory. This is in the primary stage of practice.

2.2 To establish semantic graph

The key words in the listening material made of a semantic network， and appropriate application of some symbols， such as arrows， etc.， in order to better illustrate the semantic network to help remember listening comprehension material. After the initial training， teachers can give more detailed semantic networks， semantic networks can be changed slowly fill in the blanks. Students learn through such activities utilize semantic network memory learning strategies listening material [2].

When students understand that learning strategies can be applied even after the teacher can be carried out smoothly compound dictation exercises， and such training would be more effective in lengthening student's memory， remember relevant information from words， phrases to the whole sentence. In teaching should pay attention to the use of effective strategies， teachers can demonstrate attention to hearing process rather than the result of the hearing， to ease students 'anxiety， the results of a cooperative manner to answer Listening to increase students' self-confidence.

3. Speaking strategy training

Speaking Strategy Training and Teaching of Listening is indivisible， in the "Experiencing English" speaking and listening materials and comprehensive tutorial lead in part have reflected. As mentioned above， after having heard the material began to say exercises， such as answering questions， retelling film dubbing， etc.， can be recorded on the student's answer eleven， students repeatedly comparing themselves with raw material， one can better appreciate hearing materials， on the one hand to strengthen the school's ability to talk.

Comprehensive tutorial learning process， students' communicative strategies have been fully reflected. Many students are interested in the topic is to help students set realistic scenarios， the student dialogue activities for video， add to the students， the students can be naturally found their own mistakes， correct them， and even allows students to four "post-processing." Such oral communication exercises to improve students 'speaking ability， given the students' English learning achievement， stimulate their enthusiasm for learning， and enhance their self-confidence.

4. Reading strategy training

According to the syllabus requirements for reading comprehension， I will read the material in accordance with the themes and forms a short reading， intensive materials （including textbook passage A） 70 to 80 words per slide， using 36 words， auto show time set at 60 seconds； quick reading materials （including textbooks passage B） about 150 words per slide， using the 24th word， auto show time in accordance with the material difficulty set to 60 to 90 seconds. I used to play for the whole form.

The introduction of cultural background "Language is the carrier of culture"， the background knowledge on reading comprehension plays a crucial role. Compared with the traditional classroom teaching， background knowledge through multimedia presentations will be more vivid， intuitive， and easy to attract students and teachers to help students understand taught in English. Background knowledge can not be too informative slides [3]， or unfocused， affecting teaching. For some of the more popular background knowledge， teachers can ask students to do the slides， and make a presentation； both can stimulate the enthusiasm of students， but also can make the students have learned impressed. Enter through the background knowledge， teachers want students to understand the purpose of reading is to obtain additional information， reading comprehension exercises is to help students learn how to access information， with such met cognition， students can properly eliminate reading during anxiety.

Reading solves unfamiliar vocabulary words reading is undoubtedly the biggest obstacle. "Reading training overall goal is to improve learner comprehension chapters"， vocabulary teaching cannot become the subject of teaching reading， but for a poor foundation student， vocabulary solution is inevitable. "Critical Reading is a deep reading process， only the surface of the text message to master before you can be，" that is a chapter in the understanding of the case， further learning vocabulary. Traditional text courseware is the words as the link text display in the classroom， thus cutting off the students' reading ideas. The author's approach is that the reading material in other words with a color-coded and marked on the right side of the slide corresponding word， a phrase meaning in Chinese. So that students can quickly understand the article， and vocabulary learning in the back of the exercises for expansion. The author is not likely to result in barriers to understanding of reading all the words marked out， for some clause or context can be guessed highlighted vocabulary， suggesting students to speculate meaning， so that students get a sense of reading， to further establish the learning confidence.

To strengthen the knowledge of some of the discourse structure learning strategies， such as generalization， prediction， semantic connection diagram so dominated by discourse structure， and these strategies can be very effective in improving students' reading comprehension. In the multi-media teaching， many techniques can be used such strategy training：

Semantic structure semantic structure can first show to the students， so that students have a concept of the article as a whole， and then focus on explaining how to begin， how to transition to the end. Understanding of the transition period， transitional words， and students can know how to predict. Semantic structure can be partly demonstrated to students by the students to complete， you can equip them summarize， the predicted learning strategies. To reduce the difficulty of the semantic structure of the incomplete portion can be easily found in the article of the word， phrase or phrases.

Keywords confirmation keyword topic sentence is recognized foundation. Students to master quickly identify keywords and topic sentences strategies will greatly improve reading efficiency. Initially， teachers can slide to zoom in or change the font keyword， causing the students' attention， and guide students to understand what kind of words are words， what kind of sentence is the topic sentence， and then by the students to look for key words or topic sentence. Slide exercises can be produced sentences for practicing confirms keywords； contents can be brief， clear structure， a clear theme of the small paragraphs， topic sentences for practicing confirm. Such exercises can also be combined after the exercise， a reasonable allocation， students avoid fatigue.

5. Writing strategy training

Writing and reading strategy training is the training inseparable， discourse structure knowledge to the students lay the basis for writing. In the classroom， reading writing exercises can be performed after training， both parodies， or a written summary of the discussion topic， you can allow students to naturally produce writing desires. Process on the basis of reading bad writing learners provides a brewing process. The old saying "reading break rules， getting a God" is used in English is also very reasonable. Modification is to improve writing skills an important part. The traditional approach is to mark all teachers' eleven exercises， so that not only the heavy burden of teachers， the students also will see from time to time after the modification ineffective. To improve efficiency， the author first to teach students how to modify the composition： whether the article has a theme whether levels， with or without topic sentence， conclusion sentence， etc.， whether the number of predicate or inconsistent. Each unit gives students 30 minutes to complete in the classroom 120 to 150 word essays and choose other classes the same assignments to the students through a slide projector to see， all of them changes， students easily through the mistakes of others to recognize their errors. [4] For the job， I require students to submit via E-mail， so that the students themselves can be in Word， get rid of some small mistakes， but this way is also very attractive to students.

6. Training effectiveness analysis

Strategies before and after training two independent samples T-test results showed that the 74 questionnaire investigation strategy， a total of 27 entries change a statistically significant， of which only two strategies used frequency was statistically significant upward trend. In the overall strategy use levels were significantly decreased in the trend， increased frequency of use of these two strategies are very worthy of attention. They are met cognitive strategies in the "My own personality research to find out which features are conducive to their own English learning， what are the characteristics impede their progress， so that it can play to their strengths， take appropriate measures to overcome weaknesses." this shows that in the learning plan contract， the students were asked to analyze their weaknesses and find solutions， to plan a strategy to gradually increase the training played a role [5]. In the affective strategies in the "when reaching learning objectives or learning progress， I reward myself properly." Is constantly during class teachers encourage students to try the results.

7. Conclusion

In this study， by tracking student learning dynamic special proves the point that students actively learning strategy are to determine the key factor in the success of the training. Any strategy is only involved in the learning process in order to question its use. Students' subjective willingness to learn than learning strategy training better determine how students learn the language. Students' motivation for their learning strategies is truly happy to be applied to the learning process to have a very significant impact. In the future practice， teachers should pay attention to mobilize the enthusiasm of students to learn in order to make the training more effective strategies to be implemented.

8. Acknowledgement

This essay is supported by the Social Sciences Foundation of Hebei Province （No. HB11Y0024）.

References

[1] Wang Du Qin， College English autonomous Ability [J]. Foreign sector， 2002 （5）.

[2] Cheng Xiaotang， Zheng. English Learning Strategies [M]. Beijing： Foreign Language Teaching and Research Press， 2002.

[3] Ding-fang language teaching Reform： Problems and Countermeasures [M]. Shanghai Foreign Language Education Press， 2004.

[4] Wen Qiufang. A successful way of learning English [M]. Shanghai Foreign Language Education Press， 2003.

[5] Zhang Dianyu. English Learning Strategies and Autonomous Learning [J]. Language.