A study of language learning strategy use in the context of EFL curriculum and pedagogy reform in China

Abstract

Language learning strategy (LLS) use is not only an individual attribute of language users, but also a group behaviour reflecting the learning culture and language pedagogy in a particular social context. This article reports a study on the LLS use of Chinese secondary school students of English as a foreign language (EFL) in Northeast China from the perspective of socio-cultural theory. Both quantitative and qualitative methods are employed in the research. Results show that Chinese secondary school EFL learners use memory and cognitive strategies more than other types of strategies. Information from semi-structured interviews reveals that Chinese EFL learner strategy use is greatly affected by the learning context, classroom practice and assessment method in the schools investigated. The current classroom practice and assessment methods do not help the learners develop communicative competence and autonomous learning, prescribed as the ultimate goal in the present pedagogy reform of EFL teaching and learning in China. It is strongly recommended that classroom teaching be communication-oriented and student-centred in the implementation of the new English curriculum and pedagogy standards in China.

Keywords:

• pedagogy reform
• classroom teaching
• LLS use

Acknowledgements

A grant (07AYY003) from the Social Science Foundation of China funded work towards this article. We thank the three anonymous reviewers for their insightful comments and corrections on earlier drafts.