A Study on the Effect of Implementation of Strategy-based English Classes at Secondary School through University.

本研究旨在从情感领域和交际能力两个方面考察和比较中学英语课堂在大学生中实施策略教学的效果。为了实现这一目标，在中学到大学期间，在共同的框架内使用类似的教材如《策略意识培养任务》进行了以策略为基础的英语教学，并从多个角度对其效果进行了考察。本研究的研究结果如下：1.已在大学先导研究中成功使用的《策略表》、《策略工作表》、《策略日记》等教材需要修改，以更好地适应学校各层次的教学情况。策略教学的实施得到了不同学校层次学生的积极响应，并通过使用适当的策略提高了学生的学习动机，取得了积极的效果。然而，几乎没有确凿的证据表明这种教学提高了学生的交际能力。鉴于这些结果，投资者计划进行进一步的研究，以检验以策略为基础的教学可能有助于学生交际能力发展的过程。研究者还发现，有必要调查这种以策略为基础的语言教学如何与小学英语活动相结合，并与其他几名研究人员和实践者组成一个研究小组，开始这项研究。

The objective of this study is to examine and compare the effect of implementing strategy-based English classes for secondary school through university students, concerning affective domains and communicative competence. In order to achieve this goal, strategy-based English instruction within a common framework using similar teaching materials such as "Strategy-Consciousness Raising Task" were conducted at Secondary school through university, and its effects were examined from multi-perspectives. The results of this study are as follows:1. The teaching materials such as "strategies list", "strategies worksheet", "strategies diary" which had been successfully used in the pilot study at university needed to be modified to fit better in with the teaching situation of respective school levels.2. The implementation of the strategy-based instruction received favorable response from the students regardless of the school level, and showed positive effects in enhancing students' motivation to study in a more efficient and enjoyable manner by using appropriate strategies. However, little hard evidence was obtained which showed that such instruction improved the students' communicative competence.Given these results, the investor is planning to conduct further research to examine the process in which the strategy-based instruction might contribute to the developments of the students' communicative competence. The investigator also find it necessary to investigate how such strategy-based language instruction work with English activities at primary schools and embark on this study by forming a study group with several other researchers and practitioners.